Bachelor’s Degree in Human Nutrition and Dietetics (Blended Learning)

Objectives

The Biostatistics module is designed to establish and consolidate the statistical foundations required by students on the Bachelor’s degree in Human Nutrition and Dietetics. The aim is for students to master the statistical techniques that will assist them in interpreting data and/or research findings. To this end, the following will be studied:

• the various measures of central tendency,

• dispersion and symmetry of a statistical variable;

• an in-depth examination of the possible relationship between statistical variables through regression and correlation;

• the application of probability to the health sciences through the concept of diagnostic tests,

• students will be introduced to the study and research of populations through the concepts of samples and sampling;

• Finally, students will be introduced to inferential statistics and its importance for making predictions and analysing results in the health sciences.

Objectives

1. To organise and summarise sets of observations, calculating statistical measures and constructing graphical representations.

2. To construct statistical models to establish relationships between two variables.

3. To calculate the probability of a random event and the value of a diagnostic test.

4. Calculate estimates from a random sample.

5. Formulate a hypothesis test.

Prerequisites

Prior knowledge of basic science subjects

Competencies

Core competences

CB1 Students have demonstrated that they possess and understand knowledge in a field of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 Students should be able to apply their knowledge to their work or profession in a professional manner and possess the competences typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

General competences

CG2 To develop the profession whilst showing respect for other health professionals, acquiring skills for working in a team

CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, whilst making effective use of information and communication technologies, particularly those related to nutrition and lifestyle.

CG6 Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, diet, lifestyles and health issues.

CG12 Understand nutrients, their function in the body, their bioavailability, nutritional requirements and recommendations, and the principles of energy and nutritional balance.

CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information to solve problems using the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition.

Specific competences

CE3 Understand statistics as applied to Health Sciences. Understand the psychological foundations and the biopsychosocial factors that influence human behaviour.

CE7 Acquire teamwork skills within a unit in which professionals and other staff involved in the diagnostic assessment and treatment of dietetics and nutrition are organised in a mono-, multi- or interdisciplinary manner.

CE10 Applied Computing:

o Understand and apply techniques for editing, layout, sharing and distribution of digital content, as well as the use of this content in a range of professional settings.

o Be able to operate within a professional digital information processing environment that covers the most commonly required processing tasks in day-to-day use.

CE11 Modern Language

- Acquire the ability to communicate orally in the foreign language, in accordance with the level of proficiency studied.

- Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on topics related to nutrition.

- Acquire the ability to communicate in writing in the foreign language, in accordance with the level of the language studied.

- To be competent in handling written and/or digital texts in a foreign language.

- To acquire the ability to understand clear, non-specialist spoken language, in accordance with the level of the language studied.

- Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on topics related to nutrition.

CE12 Communication

­ Understand the fundamentals of human communication.

­ Communicate (gathering, analysing and synthesising information, negotiating, managing conflicts, conveying news and instructions, etc.) with laypeople and with experts from other fields.

­ Distinguish the specific characteristics of spoken and written expression.

­ Define a topic and organise ideas appropriately.

­ Conduct effective research.

­ Use the main databases in the Health Sciences

Learning outcomes

Knowledge of statistics applied to the Health Sciences.

Apply statistical techniques to health-related problems.

Be able to evaluate scientific data using statistical methods.

Sit examinations demonstrating the acquisition of skills and knowledge.

Carry out exercises applying statistical procedures to interpret scientific data.

Course content

1- Descriptive statistics. Frequency tables. Measures of central tendency and dispersion. Graphical representations.

2- Bivariate statistics. Covariance. Scatter plot. Odds ratio and relative risk. Correlation. Linear regression.

3- Probability. Events. Conditional probability. Bayes’ theorem. Application to the evaluation of diagnostic tests.

4- Random variable. Probability distributions. Binomial distribution. Poisson distribution. Normal distribution.

5- Statistical inference. Sampling. Point estimation. Confidence interval estimation.

6- Hypothesis testing. Null and alternative hypotheses. Types of errors. Test statistic. Decision rule. Types of tests.

Learning activities

 Weekly synchronous online lectures scheduled by the lecturer. Although the lectures are recorded and can be viewed asynchronously, attendance is recommended as these are interactive and participatory sessions that will help you understand and apply the concepts of the course/module

 Weekly synchronous online seminar sessions scheduled by the lecturer.

 Assignments or practical case studies via the virtual classroom

 Online academic consultations on dates scheduled by the course lecturers

 Exercises and activities set as part of the course.

 Participation in the forums set up in the virtual classroom

Assessment system and criteria

In the course’s virtual classroom, you will be able to view details of the activities you are required to complete, as well as the submission deadlines, assessment criteria and marking schemes for each one.

Your final mark will be based on the following assessment system:

REGULAR EXAM SESSION

To pass this module, you must:

1. Have completed and submitted all seminar exercises/activities

2. Achieve a mark of 5 or above in the final exam.

3. Achieve a mark of 5 or above by adding together the percentages set out below:

• Face-to-face final exam (lecture-based): 70% of the final mark. If a mark lower than 5 is obtained, students must sit the exam in the supplementary sitting.

• Seminars/practicals: 30 per cent of the final mark.

This component will only be added to the mark obtained in the face-to-face final exam if a mark of at least 5 out of 10 is achieved.

• This component is subdivided into:

o Self-assessment tests for each theory module, accounting for 15 per cent of the final mark for the module.

o A test on the material covered in the practical module, accounting for 15% of the final mark.

It is important to note that passing the written test – achieving a mark of 5 out of 10 – is an essential requirement for the marks from the other sections to be included in the final mark for the module

EXTRAORDINARY EXAM SESSION

In this examination, students will be assessed on all the content covered during the semester. A final examination will be held, comprising a multiple-choice section, an essay-style section and a final section featuring problems covered in seminars.

This exam will account for 100 per cent of the final mark for the module, and to pass, students must achieve a mark of 5 out of 10 or higher.

Bibliography

Essential:

1. José Olarrea

Statistics: 45 Useful Problems

García Maroto. 2007.

ISBN: 9788493527174

2. Joseph Mafokozi

Introduction to Statistics

CCS. 2010.

ISBN: 9788498422610

3. M.A. Martínez González, A. Sánchez Villegas, J. Faulin Fajardo

Biostatistics Made Easy

Madrid: Díaz de Santos, 2009. 2009.

ISBN: 9788479787912

4. María Josefa Peralta

Statistics: Solved Problems

2nd ed. Pirámide. 2007.

ISBN: 9788436821314

5. Pérez, C.

Data Analysis Techniques with SPSS

Pearson Prentice Hall. 2009.

ISBN: 9788483226018

6. Sentis, J.; Pardell, H.; Cobo, E.; Canela, J.

Biostatistics.

3rd ed. Elsevier Masson. 2003.

ISBN: 8445813064

7. Venancio Tomeo

Ten Lessons in Descriptive Statistics

AC. 1989.

ISBN: 8472881393

Supplementary:

8. Murray R. Spiegel

Statistics

Schaum. 1995.

ISBN: 0070602344

9. Pardo, A; Ruiz, M. A.

Data Management with SPSS Statistics

1st ed. Síntesis. 2009.

ISBN: 97884975664-8

10. Pardo, A; Ruiz, M. A.; San Martín, R.

Data Analysis in the Social and Health Sciences II

1st ed. Síntesis. 2010.

ISBN: 9788497567046

11. Rius Díaz, F.

Biostatistics

1st ed. Madrid: Thomson Paraninfo, 2005. 2005.

ISBN: 9788497323413

12. Seymour Lipschutz

Introduction to Probability and Statistics

Schaum. 1999.

ISBN: 8448125045

Objectives

1. To learn about different living organisms and the possible forms of cellular organisation (prokaryotic and eukaryotic organisation).

2. To understand the structure and organisation of the eukaryotic cell, its organelles and the function of each one.

3. To understand the structure and organisation of the prokaryotic cell, its organelles and the function of each one.

4. To understand the cell cycle, the processes of cell division and cell death.

5. To understand the structure of the genome within the cell and the organisation of DNA.

6. To understand the molecular basis of inheritance. To understand the processes of replication, transcription and translation.

7. To understand the transmission of hereditary traits, Mendelian genetics and the processes of genetic recombination.

Prerequisites

A Science A-level or at least a basic knowledge of Chemistry, Biochemistry and Cell Biology is required.

Knowledge of English is an advantage for reading a review article or accessing a website written in that language.

Basic computer skills are required to use word processors, databases, create PowerPoint presentations and access data on the internet.

Skills

Core competences:

CB1 Students have demonstrated that they possess and understand knowledge in an area of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 Students are able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the development and defence of arguments and the resolution of problems within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

General competences

CG2 To develop the profession whilst showing respect for other health professionals, acquiring skills for working in a team

CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, whilst making effective use of information and communication technologies, particularly those related to nutrition and lifestyle.

CG6 Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, diet, lifestyles and health issues.

CG12 Understand nutrients, their function in the body, their bioavailability, nutritional requirements and recommendations, and the principles of energy and nutritional balance

CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information to solve problems using the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition.

Specific competences

CE1 Understand the chemical, biochemical and biological principles applicable to human nutrition and dietetics.

CE2 Understand the structure and function of the human body from the molecular level to the whole organism across the different stages of life.

CE7 Acquire teamwork skills within a unit in which professionals and other staff involved in the diagnostic assessment and treatment of dietetics and nutrition are organised in a mono-, multi- or interdisciplinary manner.

CE11 Modern Language

To acquire the ability to communicate orally in a foreign language, in accordance with the level of language studied.

To be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on matters relating to nutrition.

To acquire the ability to communicate in writing in the foreign language, in accordance with the level of the language studied.

To be competent in handling written and/or digital texts in a foreign language.

To acquire the ability to understand clear, non-specialist spoken language, in accordance with the level of the language studied.

Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on topics related to nutrition.

CE12 Communication

Understand the fundamentals of human communication.

To communicate (gathering, analysing and synthesising information, negotiating, managing conflicts, conveying news and instructions, etc.) with laypeople and with experts from other fields.

Distinguish between the characteristics of spoken and written expression.

Define a topic and organise ideas appropriately.

Conduct effective research.

Use the main databases in the Health Sciences

Learning outcomes

Produce reports on practical work carried out in the various laboratories.

Sit examinations demonstrating the acquisition of skills and knowledge.

Understand the biological fundamentals of the human body.

Understand the general principles of biology

Understand the biological fundamentals of the human being.

Gain an introduction to the basic principles of genetics

Understand the structure and function of eukaryotic cells

Understand basic cellular metabolism

Demonstrate an understanding of the biochemical principles applicable to human nutrition and dietetics.

To understand the molecular mechanisms responsible for DNA replication and repair and their regulation in prokaryotes and eukaryotes.

Understand the molecular mechanisms responsible for RNA transcription and processing and their regulation in prokaryotes and eukaryotes.

To understand the molecular mechanisms responsible for mRNA translation and its regulation in prokaryotes and eukaryotes.

To know and understand the molecular and cellular basis of disease

Course content

Topic 1. Chemical composition of the cell. Cellular organisation.

Topic 2. Major macromolecules.

Topic 3. Biological membranes.

Topic 4. Membrane transport.

Topic 5. Extracellular matrix and cell junctions.

Topic 6. Cytoskeleton.

Topic 7. Endoplasmic reticulum, Golgi apparatus and peroxisomes.

Topic 8. Mitochondria and chloroplasts.

Topic 9. The nucleus. The cell cycle. Genes and inheritance.

Topic 10. Replication, transcription and translation. Ribosomes.

Learning activities

 Weekly synchronous online lectures scheduled by the lecturer. Although the lectures are recorded and can be viewed asynchronously, attendance is recommended as these are interactive and participatory sessions that will help you understand and apply the concepts covered in the course/module.

 Fortnightly synchronous online seminar sessions scheduled by the lecturer.

 Compulsory face-to-face practical sessions

 Online academic consultations on dates scheduled by the course lecturers

 Face-to-face assessment

Assessment system and criteria

REGULAR EXAM SESSION

To pass this module, students must:

1. Have completed and submitted all seminar assignments

2. Achieve a mark of 5 or above in the final exam.

3. Achieve a mark of 5 or above in the seminar component.

4. Achieve a mark of 5 or above in the practical examination.

5. Achieve a mark of 5 or above by adding together the percentages set out below:

• Face-to-face final exam (lecture-based): 60% of the final mark. If a mark lower than 5 is obtained, the student must sit the exam in the supplementary sitting.

• Practical exam (in-person): 20% of the final mark. Multiple-choice exam.

• Seminars: 20% of the final mark.

CHARACTERISTICS OF THE EXAMS FOR THE REGULAR AND SUPPLEMENTARY SESSIONS

Final exam: 30 multiple-choice questions.

Reading list

Core reading list:

1. Alberts et al.

Introduction to Cell Biology

Panamericana. 2023.

ISBN: 978-607-8546-

2. Feduchi Canosa, Elena

Biochemistry:

3rd ed. Editorial Médica Panamericana, 2021.

ISBN: 9788491106807

Objectives

1. To understand the basic concepts used in the fields of anatomy and histology.

2. To understand the structure and function of the human body, from the molecular level to the whole organism, throughout the different stages of life.

3. To study the different organs, apparatuses and systems of the body.

4. To study the body’s axes and planes.

5. To gain an understanding of the human body in order to comprehend how it functions and the work of other healthcare professionals, and to facilitate future work in the field of Dietetics and Nutrition.

Prerequisites

Basic knowledge of anatomy

Competencies

Core competences

CB1. Students must have demonstrated that they possess and understand knowledge in an area of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2. Students should be able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3. Students should be able to gather and interpret relevant data (usually within their field of study) in order to form judgements that include reflection on relevant social, scientific or ethical issues.

CB4. Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5. Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

General competences

CG2. To practise the profession with respect for other healthcare professionals, acquiring the skills to work as part of a team

CG5. To communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, whilst being able to use information and communication technologies, particularly those related to nutrition and lifestyle

CG6. Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, diet, lifestyles and health issues

CG12. Understand nutrients, their function in the body, their bioavailability, nutritional requirements and recommendations, and the principles of energy and nutritional balance

CG29. Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information for problem-solving in accordance with the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition.

Specific competences

CE2. Understand the structure and function of the human body from the molecular level to the whole organism across the different stages of life

CE7. Acquire teamwork skills as part of a unit in which professionals and other staff involved in the diagnostic assessment and treatment of dietetics and nutrition are organised in a mono-, multi- or interdisciplinary manner.

CE11. Modern Language:

- Acquire the ability to communicate orally in the foreign language, in accordance with the level of proficiency studied.

- Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on matters relating to nutrition.

- To acquire the ability to communicate in writing in the foreign language, in accordance with the level of the language studied.

- To be competent in handling written and/or digital texts in a foreign language.

- To acquire the ability to understand clear, non-specialist spoken language, in accordance with the level of the language studied.

- Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on topics related to nutrition.

CE12. Communication:

- Understand the fundamentals of human communication.

­- Communicate (gathering, analysing and synthesising information, negotiating, managing conflicts, conveying news and instructions, etc.) with laypeople and with experts from other fields.

­- Distinguish between the characteristics of spoken and written expression.

­- Define a topic and organise ideas appropriately.

­- Conduct effective research.

­- Use the main databases in the Health Sciences.

Learning outcomes

1. Understand embryological development across the various stages of formation. Human anatomy and physiology. Study of the different organs, systems and apparatuses. Vascular and nervous system anatomy. Axes and planes of the body; specific anatomy of the lower limb.

2. To integrate scientific research and evidence-based practice as part of professional culture.

3. Critically analyse methods and protocols in human anatomy and ensure that these keep pace with advances in scientific knowledge.

4. Ability to manage information

5. Ability to organise and plan time and work

6. Ability to motivate oneself and others

7. Ability to apply knowledge in practice

8. Use basic information and communications technology (ICT) tools

9. Describe the structure and function of the human body, its organs and systems, from the molecular level to the whole organism at different stages of life.

10. Prepare reports on practical sessions in the various laboratories.

11. Sit examinations demonstrating the acquisition of skills and knowledge.

12. Acquire the foundations for understanding the mechanisms underlying endocrine disorders, recognising and identifying the main clinical manifestations, all in relation to human nutrition.

13. Be able to interpret a medical history, using the relevant terminology correctly.

Description of the content

1. INTRODUCTION. DEFINITION OF ANATOMY. LEVELS OF STRUCTURAL ORGANISATION..

2. TISSUE LEVEL OF ORGANISATION I. TYPES OF TISSUES AND THEIR ORIGIN. CELLULAR JOINTS. EPITHELIAL TISSUE.

3. TISSUE LEVEL OF ORGANISATION II. CONNECTIVE, MUSCULAR AND NERVOUS TISSUE.

4. THE INTEGMENTARY SYSTEM. STRUCTURE OF THE SKIN. SKIN COLOUR. STRUCTURE OF THE SKIN APPENDAGES. TYPES OF SKIN. FUNCTIONS OF THE

SKIN.

5. BONE TISSUE: HISTOLOGY OF BONE. GROWTH, REGULATION OF CALCIUM LEVELS. BONE TISSUE: EXERCISE AND

AGEING.

6. MUSCULAR TISSUE. STRUCTURE AND TYPES OF SKELETAL FIBRES. CARDIAC MUSCLE. SMOOTH MUSCLE.

7. THE NERVOUS SYSTEM. GENERAL PRINCIPLES. ORGANISATION. HISTOLOGY OF NERVOUS TISSUE.

8. THE CENTRAL NERVOUS SYSTEM. DEVELOPMENT OF THE NERVOUS SYSTEM. MEMBRANES OF THE BRAIN AND SPINAL CORD.

CEREBROSPINAL FLUID. STRUCTURE OF THE SPINAL CORD. STRUCTURE OF THE BRAIN.

9. THE PERIPHERAL NERVOUS SYSTEM. SPINAL NERVES. CRANIAL NERVES. ANATOMY OF THE SYMPATHETIC AND PARASYMPATHETIC NERVOUS SYSTEMS.

10. THE CARDIOVASCULAR SYSTEM. ANATOMY OF THE HEART. BLOOD CIRCULATION. ANATOMY OF THE BLOOD VESSELS.

CIRCULATORY PATHWAYS.

11. THE LYMPHATIC SYSTEM. STRUCTURE AND FUNCTION.

12. THE RESPIRATORY SYSTEM. ANATOMY OF THE UPPER RESPIRATORY TRACT. ANATOMY OF THE LOWER RESPIRATORY TRACT.

13. THE DIGESTIVE SYSTEM. STRUCTURE: MOUTH, PHARYNX, OESOPHAGUS, STOMACH, SMALL INTESTINE, LARGE INTESTINE, PERITONEUM, LIVER, GALLBLADDER, PANCREAS.

14. THE URINARY SYSTEM. ANATOMY AND HISTOLOGY OF THE KIDNEY. ANATOMY OF THE URETER, BLADDER AND URETHRA.

15. THE REPRODUCTIVE SYSTEM. MALE: TESTICLES, SEMINAL VESICLES, PROSTATE. FEMALE: OVARIES, FALLOPIAN TUBES, UTERUS,

VAGINA AND VULVA.

Training activities

Virtual lecture

Virtual laboratories

Virtual seminars

Tutorials

Independent study

Face-to-face assessment

Assessment system and criteria

GENERAL ASSESSMENT CRITERIA

REGULAR EXAM SESSION

To pass this module, you must:

1. Have completed and submitted the seminar exercises/activities, which will be assessed via a feedback exercise submitted at the end of the course

2. Have completed and submitted all the self-assessment tests for each topic (these will account for 5% of the final mark). The remaining activities for each topic (prior knowledge, consolidation, self-assessment and end-of-unit exercises) will not count towards the final mark, but it is strongly recommended that students complete them as they will help to consolidate concepts

3. Participation in forums and other interactive activities: this is assessed on the basis of the student’s engagement and participation in face-to-face and online sessions, workshops, forums, etc. (this will account for 5% of the final mark)

4. Achieve a mark of 5 or above in the final exam.

5. Achieve a mark of 5 or above in the seminar component.

6. Achieve a mark of 5 or above by adding together the percentages set out below:

• Face-to-face final exam (lecture-based): 60 per cent of the final mark. Should a mark below 5 be obtained, the student must sit the exam in the supplementary sitting.

• Seminars (feedback exercises): 30 per cent of the final mark.

RE-SIT EXAM

Students will sit an exam on the parts of the module they did not pass in the ordinary examination period, and the same weightings will apply as in the ordinary examination period.

Bibliography

Core:

1. Netter, F.

Atlas of Human Anatomy

7th ed. Elsevier. 2019.

ISBN: 9788491134688

Supplementary:

2.- Drake, Richard L.

GRAY’s Anatomy for Students

Elsevier. 2020.

ISBN: 9788491136088

3.- Welsch, U.

Sobotta. Histology

Panamericana. 2014.

ISBN: 9786077743910

Links

Anatomy – anatomy images

3D layered anatomy – free, with registration, navigate in 3D through organs, remove layers...

Objectives

To provide an introduction to specialist English in the field of nutrition and diets.

To develop comprehension and expression skills (spoken and written), with an emphasis, on the one hand, on reading and understanding texts related to nutrition.

To teach specialised grammar and vocabulary, as well as communication with patients.

Prerequisites

Basic knowledge of the modern language to be studied

Competencies

Basic competences:

CB1 Students have demonstrated that they possess and understand knowledge in a field of study building on the foundations of general secondary education, typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 Students are able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

General competences

CG2 To develop the profession whilst showing respect for other health professionals, acquiring the skills to work as part of a team

CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, whilst making effective use of information and communication technologies, particularly those related to nutrition and lifestyle.

CG6 Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, diet, lifestyles and health issues.

CG12 Understand nutrients, their function in the body, their bioavailability, nutritional requirements and recommendations, and the principles of energy and nutritional balance

CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information to solve problems using the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition

Specific competences

CE7 Acquire teamwork skills as part of a unit in which professionals and other staff involved in the diagnostic assessment and treatment of dietetics and nutrition are organised in a mono-, multi- or interdisciplinary manner

CE11 Modern Language

To acquire the ability to communicate orally in a foreign language, in accordance with the level of the language studied.

Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on matters relating to nutrition.

To acquire the ability to communicate in writing in the foreign language, in accordance with the level of the language studied.

To be competent in handling written and/or digital texts in a foreign language.

To acquire the ability to understand clear, non-specialist spoken language, in accordance with the level of the language studied.

Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on topics related to nutrition.

CE12 Communication

Understand the fundamentals of human communication.

To communicate (gathering, analysing and synthesising information, negotiating, managing conflicts, conveying news and instructions, etc.) with laypeople and with experts from other fields.

Distinguish between the characteristics of spoken and written expression.

Define a topic and organise ideas appropriately.

Conduct effective research.

Use the main databases in the Health Sciences

Learning outcomes

Understand clear, non-specialist discourse, in accordance with the language level studied, and promote the use of the second language relevant to one’s professional field.

Understand texts written in everyday language, in accordance with the language level being studied.

Translate coherent written texts, in accordance with the language level being studied, on a variety of topics that are familiar to the student or in which they have a personal interest.

Participate orally and spontaneously in conversations on a variety of topics, in accordance with the language level being studied.

Demonstrate knowledge of grammar and use the vocabulary appropriate to the required language level

Description of the content

UNIT ONE: We are what we eat

• 1. Fruit & Vegetables, Cereal Grains & Nuts

• 2. Meat – red/white & dairy products, fish & shellfish

• 3. Sweet foods & drinks

• Grammar topic: Question formation

• Glossary

• Review

UNIT TWO: Human anatomy

• 1. The digestive system

• 2. The nervous system

• 3. The endocrine system

• Grammar topic: Phrasal verbs

• Glossary

• Review

UNIT THREE: Eating Disorders

• 1. Anorexia/Bulimia

• 2. Nutrition and Diabetes

• 3. Nutrition and Cancer

• Grammar topic: Conditional forms

• Glossary

• Revision

UNIT FOUR: Age and fitness

• 1. Nutrition for young people

• 2. Nutrition for adults

• 3. Nutrition for the elderly

• Grammar topic: Modal verbs

• Glossary

UNIT FIVE: Quality control

• 1. Food labels

• 2. Junk food

• 3. Organic/ecological food

• Grammar topic: Conjunctions, Adverbs of frequency

• Glossary

• Review

UNIT SIX: A balanced diet

• 1. The Alkaline Diet

• 2. The Atkins Diet

• 3. Supplements

• Grammar topic: Definite and indefinite articles

• Glossary

• Review

Learning activities

 Weekly synchronous online lectures scheduled by the lecturer. Although the lectures are recorded and can be viewed asynchronously, attendance is recommended as these are interactive and participatory sessions that will help you understand and apply the course concepts.

 Weekly synchronous online seminar sessions scheduled by the lecturer, during which topics related to the course will be discussed.

 Assignments or practical case studies via the virtual classroom.

 Online academic consultations on dates scheduled by the course lecturers.

 Exercises, activities, readings and reference materials provided as part of the course.

 Self-assessment tests

 Face-to-face assessment

Assessment system and criteria

GENERAL ASSESSMENT CRITERIA

You have two options to pass the module:

1. CONTINUOUS ASSESSMENT

FEEDBACK (3 in total) will be assessed and account for 25% of your final mark.

Test: 50 multiple-choice questions covering the six units (25%)

An oral presentation on any nutrition-related topic (duration 7–10 minutes) (30%).

Teacher’s assessment of your performance, participation, etc. (20%)

2. FINAL EXAM

Writing (25%)

Test: 50 multiple-choice questions covering the six units (45%)

An oral presentation on any nutrition-related topic (duration: 7–10 minutes) (30%)

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Basic:

1. Angela Christaki and Jenny Dooley

Nutrition and Dietetics

Express Publishing. 2018.

ISBN: 9781471572210

Supplementary:

2. Betsy BB and Beto JA

Nutrition counselling and education skills for dietetics professionals

Wolters Kluwer/Lippincott Williams. 2013.

ISBN: 9781451120387

Objectives

This module aims to enable students to:

- Recognise the relationship between chemistry and the health sciences.

- Develop their critical thinking skills.

- Understand the basic principles of chemistry.

- Develop their ability to work in a team.

Prerequisites

Basic knowledge of chemistry

Skills

Core competences

CB1 Students have demonstrated that they possess and understand knowledge in a field of study building on the foundations of general secondary education, typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 Students are able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

General competences

CG2 To practise the profession with respect for other health professionals, acquiring teamwork skills.

CG3 Recognise the need to maintain and update professional competence, placing particular emphasis on the autonomous and continuous acquisition of new knowledge, products and techniques in nutrition and dietetics, as well as a commitment to quality

CG4 Understand the limits of the profession and its scope of practice, identifying when interdisciplinary treatment or referral to another professional is necessary.

CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, and be able to use information and communication technologies, particularly those related to nutrition and lifestyle habits

CG12 Understand nutrients, their function in the body, their bioavailability, nutritional requirements and recommendations, and the principles of energy and nutritional balance.

CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information to solve problems using the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition.

Specific competences

CE1 Understand the chemical, biochemical and biological principles applicable to human nutrition and dietetics.

CE2 Understand the structure and function of the human body from the molecular level to the whole organism across the different stages of life.

CE7 Acquire teamwork skills within a unit in which professionals and other staff involved in the diagnostic assessment and treatment of dietetics and nutrition are organised in a mono-, multi- or interdisciplinary manner.

CE11 Modern Language

- Acquire the ability to communicate orally in the foreign language, in accordance with the level of proficiency studied.

- Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on matters relating to nutrition.

- To acquire the ability to communicate in writing in the foreign language, in accordance with the level of the language studied.

- To be competent in handling written and/or digital texts in a foreign language.

- To acquire the ability to understand clear, non-specialist spoken language, in accordance with the level of the language studied.

- Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on topics related to nutrition.

CE12 Communication

­ Understand the fundamentals of human communication.

­ Communicate (gathering, analysing and synthesising information, negotiating, managing conflicts, conveying news and instructions, etc.) with laypeople and with experts from other fields.

­ Distinguish the specific characteristics of spoken and written expression.

­ Define a topic and organise ideas appropriately.

­ Conduct effective research.

­ Use the main databases in the Health Sciences.

Learning outcomes

Describe and analyse the chemical principles applicable to human nutrition and dietetics.

Prepare reports on practical sessions carried out in the various laboratories.

Sit examinations demonstrating the acquisition of skills and knowledge.

Recognise the chemical structure of an active ingredient, describing its functional groups and classifying it within the chemical family to which it belongs.

Acquire skills and proficiency in an experimental chemistry laboratory.

Be able to use the chemical terminology employed in health sciences.

Understand the chemical principles applicable to food and its most important chemical reactions

Key

Description of the content

BLOCK 1: Organic and inorganic chemical formulation

BLOCK 2: Composition of matter:

- Classification of matter.

- Atoms.

- The periodic table and periodic variations.

- Molecules and ions.

- Chemical formulae and molecular mass.

BLOCK 3: Chemical bonding:

- Ionic bonding

- Metallic bonding

- Covalent bonding

- Molecular geometry. Valence shell electron pair repulsion theory (VSEPR).

- Bond polarity.

BLOCK 4: States of matter:

- Gases. Liquids. Intermolecular forces.

- Solids.

- Phase or state changes.

- Phase diagrams.

SECTION 5: Solutions:

- Types of solutions.

- Formation of solutions.

- Types of solutes.

- Ways of expressing concentration.

- Preparation of solutions.

- Variables affecting solubility.

- Colligative properties.

BLOCK 6: Chemical reactions.

- Chemical equations.

- Stoichiometric relationships.

- Limiting reactant and reaction yield.

- Chemical reactions in aqueous solution.

BLOCK 7: Chemical equilibria:

- Chemical equilibrium and equilibrium constant.

- Le Chatelier’s principle.

- Proton transfer equilibria.

- Solubility equilibria.

- Electron transfer equilibria.

BLOCK 8: Electrochemistry

- Electrochemical cells.

- Types of cells.

Learning activities

o Theoretical content and self-assessment tests/exercises. You can use these as a reference. Within this content, you will find links and additional reading material where you can find further information on specific parts of the syllabus. Interspersed with the theoretical content, you will find self-assessment exercises that will help you consolidate your knowledge by applying it in practice.

o Weekly synchronous online lectures scheduled by the lecturer (MG). Although the lectures are recorded and can be viewed asynchronously, attendance is recommended as these are interactive and participatory sessions that will help you understand and apply the course concepts.

o Final tests. These are scheduled at the end of each unit. You must complete them within a time limit and will be awarded a mark. These activities will count towards your final mark (see the ‘Assessment’ section, mark N5)

 In addition to this, you will have:

o Weekly synchronous online seminar sessions scheduled by the lecturer (SM).

o Assignments via the virtual classroom. These are known as feedback exercises. You will be set various exercises which you must complete and submit to the lecturer so that they can mark them individually. These activities will contribute to your final mark (see the ‘Assessment’ section, mark N3).

o Online academic consultation sessions on dates scheduled by the course lecturers, during which queries raised by students will be addressed (CM)

o Exercises, activities and problem-solving tasks set as part of the module, to be completed during synchronous classes.

o Uax Skill School. Completion of the Coursera course ‘Create Informative Presentations with Google Slides’. This activity will count towards the final mark (see the ‘Assessment’ section, mark N4)

o Participation in the forums set up in the virtual classroom

o Additional resources: handbook on organic and inorganic chemistry.

o Compulsory face-to-face practical sessions, which will take place on the centre’s campus (Avenida de Universidad 1, Villanueva de la Cañada, 28691 Madrid) on the dates previously announced by the lecturer. These activities will contribute to the final mark (see the ‘Assessment’ section, mark N2)

o Face-to-face final exam, at the end of the module. This activity will count towards the final mark (see the ‘Assessment’ section, mark N1). If you do not pass this exam, the lecturer will be available in June to answer any queries you may have, and you will be able to sit the face-to-face resit exam.

The workload will be intense, and you should make a note in your diary of key dates, such as the submission deadlines for the feedback exercises. You will find that everything is designed so that, if you keep up with the pace as planned, you will be able to pass the module without any problems.

Assessment system and criteria

In the course’s virtual classroom, you will be able to view in detail the activities you are required to complete, as well as the submission dates, assessment criteria and marking schemes for each one.

Your final mark will be based on the following assessment system:

1. At the end of the course’s scheduled teaching period, a compulsory in-person final assessment covering the entire module (Ordinary In-Person Session) will be held for all students, covering the full syllabus. This will consist of a multiple-choice exam with theoretical, essay-style, numerical, and problem-solving questions. This mark will account for 60% of the final mark and will be designated as (N1). If you achieve a mark of 5 or above, the marks for the laboratory practicals, tests, the Coursera course and the feedback exercises or assignments will be taken into account. If your mark is below 5, these marks will NOT be taken into account and these students will have the option to sit the in-person supplementary examination covering the entire course content.

2. Laboratory practicals: COMPULSORY AND IN-PERSON. If you do not attend them, your practicals mark will be 0. These will be assessed during the final practical session, in person, using a computer. The practicals mark (N2) will account for 20 per cent of the final mark for the module. This mark will be taken into account provided you achieve a mark of 5 or above in N1.

3. The feedback exercise or assignment will account for 10% of the final mark (this will be mark N3). This mark will be taken into account provided you achieve a mark of 5 or above in N1. Completion of this exercise is COMPULSORY to pass the module.

4. The mark obtained on the Coursera course: ‘Create Informative Presentations with Google Slides’ will account for 5% of the final mark (this will be mark N4). This mark will be taken into account provided you achieve a mark of 5 or above in N1. Completion of this course is COMPULSORY to pass the module.

5. The average mark from the tests for each teaching unit will account for an additional 5 per cent of the final mark (this will be mark N5). This mark will be taken into account provided you achieve a mark of 5 or above in N1.

Regular and supplementary examination sessions:

* N1: Mark for the in-person exam covering the entire syllabus

* N2: Practical work mark

* N3: Mark for the feedback exercise

* N4: Coursera course mark

* N5: Average mark for the tests

* N: Final mark

• If N1 < 5 then N = N1

• If N1 ≥ 5, then N = 0.6 * N1 + 0.2 * N2 + 0.10 * N3 + 0.05 * N4 + 0.05 * N5

Bibliography

Primary:

1. Chang, Raymond

Chemistry /

Mexico: McGraw-Hill, 2013. 2013.

ISBN: 9786071509284

2. Timberlake, Karen C.

Chemistry

: Pearson. 2011.

ISBN: 9788483227435

Objectives

To understand the psychological foundations and biopsychosocial factors that influence human behaviour.

To understand the aspects of psychology that affect eating behaviour.

To analyse the fundamental aspects of eating disorders.

To understand the anthropological approach to eating behaviour and how the consequences that diet has had on our species throughout history are addressed as a factor in evolutionary progress.

To gain an insight into human eating behaviour, considering humans as a zoological species and treating their distinctive characteristics as a consequence of their evolution and adaptation to the environment.

Prerequisites

No prerequisites

Competencies

Basic competences

CB1 Students have demonstrated that they possess and understand knowledge in a field of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 Students are able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

General competences

CG2 To practise the profession with respect for other health professionals, acquiring teamwork skills.

CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, whilst making effective use of information and communication technologies, particularly those related to nutrition and lifestyle.

CG6 Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, diet, lifestyles and health issues.

CG12 Understand nutrients, their function in the body, their bioavailability, nutritional requirements and recommendations, and the principles of energy and nutritional balance.

CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information to solve problems using the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition

Specific competences

CE3 Understand statistics as applied to Health Sciences. Understand the psychological foundations and the biopsychosocial factors that influence human behaviour.

CE7 Acquire teamwork skills within a unit in which professionals and other staff involved in the diagnostic assessment and treatment of dietetics and nutrition are organised in a mono-, multi- or interdisciplinary manner.

CE11 Modern Language

- To acquire the ability to communicate orally in the foreign language, in accordance with the level of proficiency studied.

- Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on matters relating to nutrition.

- To acquire the ability to communicate in writing in the foreign language, in accordance with the level of the language studied.

- To be competent in handling written and/or digital texts in a foreign language.

- To acquire the ability to understand clear, non-specialist spoken language, in accordance with the level of the language studied.

- Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on topics related to nutrition.

CE12 Communication

­ Understand the fundamentals of human communication.

­ Communicate (gathering, analysing and synthesising information, negotiating, managing conflicts, conveying news and instructions, etc.) with laypeople and with experts from other fields.

­ Distinguish the specific characteristics of spoken and written expression.

­ Define a topic and organise ideas appropriately.

­ Conduct effective research.

­ Use the main databases in the Health Sciences.

Learning outcomes

Knowledge of statistics applied to the Health Sciences.

Apply statistical techniques to health-related problems.

Be able to evaluate scientific data using statistical methods.

Sit examinations demonstrating the acquisition of skills and knowledge.

Carry out exercises applying statistical procedures to interpret scientific data.

Course content

Unit 1. Introduction to psychology

Unit 2. Eating behaviour

Unit 3. Psychology and eating

Unit 4. The evolution of eating behaviour

Unit 5. Psychopathology of eating

Unit 6. Anthropology of Food

Learning Activities

Weekly synchronous online lectures scheduled by the lecturer. Although the lectures are recorded and can be viewed asynchronously, attendance is recommended as these are interactive and participatory sessions that will help you understand and apply the concepts covered in the course/module.

Online seminar sessions scheduled by the lecturer.

Online academic consultations on dates scheduled by the course lecturers

Assignments or practical case studies via the virtual classroom

Exercises, activities, readings and reference materials provided as part of the course.

Participation in the forums set up in the virtual classroom

Assessment system and criteria

To pass this module, students must:

1. Have achieved an average mark of at least five (5.0) in the work placement.

2. Have achieved a minimum mark of five (5.0) in the final exam.

The weightings for the final mark for the theoretical and practical components of the module are as follows:

a) In-person final assessment: 70%. The final exam will be a multiple-choice test, with four answer options for each question, and the following marking scheme:

Correct answer: 1 mark.

Incorrect answer: -0.33 marks.

No answer: 0 marks.

b) Seminar/assignment assessment: 30 per cent. This will consist of a literature review, either on the psychology or anthropology component. Lecturers will propose a selection of topics from which students may choose for this assignment.

These weightings will apply to both the regular and supplementary examination sessions

Bibliography

Core:

1. Esteban, Mari Luz

Anthropology of the Body:

: Edicions Bellaterra. 2004.

ISBN: 8472902706

2. Kottak, Conrad Phillip

Cultural Anthropology :

: McGraw-Hill. 2006.

ISBN: 9788448146344

3. Singer, Peter

We Are What We Eat:

: Paidós. 2009.

ISBN: 9788449322716

Objectives

1. To understand the basic principles of biochemistry, the formation of molecules and their interactions.

2. To understand the main types of reactions that take place within the cell: acid-base, oxidation-reduction and condensation reactions.

3. To understand the main structural characteristics of biomolecules: carbohydrates, lipids, proteins and nucleic acids, as well as their relationship to the functions they perform in metabolism.

4. To understand the mechanisms by which enzymes act.

5. To be familiar with and understand basic concepts of thermodynamics.

6. Be able to explain the mechanisms of interaction between the main anabolic and catabolic pathways of metabolism.

7. To understand the metabolic pathways involved in the synthesis and breakdown of the main biomolecules: carbohydrates, lipids and proteins, as well as the diseases associated with them.

8. Be able to integrate metabolic pathways across the body’s different tissues.

9. Understand and be able to carry out the basic experimental techniques used in a biochemistry and molecular biology laboratory

10. To practise, under supervision, the main quantitative techniques: spectrophotometry.

11. To practise, under supervision, the main techniques for the separation and quantification of proteins.

12. To practise, under supervision, determining enzyme activity and interpreting its kinetics.

13. To practise techniques for identifying different carbohydrates.

14. To practise techniques for the separation of lipid compounds using TLC

Prerequisites

Prior knowledge of Chemistry and Biology

Competencies

Core competences

• CB1 Students have demonstrated that they possess and understand knowledge in a field of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

• CB2 Students are able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

• CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

• CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

• CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

General competences

• CG2 To practise the profession with respect for other healthcare professionals, acquiring teamwork skills.

• CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, whilst being able to use information and communication technologies, particularly those related to nutrition and lifestyle

• CG6 - Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, diet, lifestyles and health issues

• CG12 Understand nutrients, their function in the body, their bioavailability, nutritional requirements and recommendations, and the principles of energy and nutritional balance.

• CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information to solve problems using the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition.

Specific competences

• CE1 Understand the chemical, biochemical and biological principles applicable to human nutrition and dietetics.

• CE2 Understand the structure and function of the human body, from the molecular level to the whole organism, across the different stages of life.

• CE7 Acquire teamwork skills within a unit in which professionals and other staff involved in the diagnostic assessment and treatment of dietetics and nutrition are organised in a mono-, multi- or interdisciplinary manner.

• CE11 Modern Language

 Acquire the ability to communicate orally in the foreign language, in accordance with the level of proficiency studied

 Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on matters relating to nutrition.

 To acquire the ability to communicate in writing in the foreign language, in accordance with the level of the language studied.

 To be competent in handling written and/or digital texts in a foreign language.

 To acquire the ability to understand clear, non-specialist spoken language, in accordance with the language level studied.

 Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on topics related to nutrition.

• CE12 Communication

 Understand the fundamentals of human communication.

 Be able to communicate (gathering, analysing and summarising information, negotiating, managing conflicts, conveying news and instructions, etc.) with laypeople and with experts from other fields.

 Distinguish between the characteristics of spoken and written expression.

 Define a topic and organise ideas appropriately.

 Conduct effective research.

 Use the main health sciences databases.

Learning outcomes

1. Describe and analyse the chemical, biochemical and biological principles applicable to human nutrition and dietetics.

2. Produce reports on practical work carried out in the various laboratories.

3. Sit examinations demonstrating the acquisition of skills and knowledge.

4. Demonstrate an understanding of the biochemical principles applicable to human nutrition and dietetics.

5. Understand the molecular mechanisms responsible for DNA replication and repair and their regulation in prokaryotes and eukaryotes.

6. To understand the molecular mechanisms responsible for RNA transcription and processing and their regulation in prokaryotes and eukaryotes.

7. To understand the molecular mechanisms responsible for mRNA translation and its regulation in prokaryotes and eukaryotes.

8. To be familiar with and understand the molecular and cellular basis of disease

Course content description

• Topic 1. Molecular Bases

• Topic 2. Carbohydrates

• Topic 3. Lipids

• Topic 4. Nucleotides and nucleic acids

• Topic 5. Proteins

• Topic 6. Enzyme kinetics and thermodynamics

• Topic 7. Carbohydrate metabolism

• Topic 8. Intermediate metabolism

• Topic 9. Lipid metabolism

• Topic 10. Metabolism of nitrogen-containing compounds.

Learning activities

Weekly synchronous online lectures scheduled by the lecturer. Although the lectures are recorded and can be viewed asynchronously, attendance is recommended as these are interactive and participatory sessions that will help you understand and apply the concepts covered in the course/module.

Synchronous online seminar sessions every two weeks, scheduled by the lecturer.

Compulsory face-to-face practical sessions

Online academic consultations on dates scheduled by the course lecturers

Assignments or case studies via the virtual classroom

Exercises, activities, readings and reference materials set as part of the course.

Participation in the forums set up in the virtual classroom

Assessment system and criteria

To pass the module, students must:

Have completed all the laboratory practicals.

Achieve a mark of at least 4.5 in the subject matter covered in the lecture sessions (THEORY).

Achieve a mark of 5 or above by adding together the percentages set out below:

1. THEORY: 60%

2. CONTINUOUS ASSESSMENT – ASSIGNMENTS: 10%

3. LABORATORY PRACTICALS: 30%

THEORY ASSESSMENT

1. A multiple-choice exam will be set (only one correct answer; incorrect answers result in marks being deducted). A pass is achieved with a mark of 5 out of 10.

2. Students must achieve a mark of 5 or above to pass the theory component.

3. If the mark is below 5 or is NP (did not sit the exam), the student will be required to retake the exam in the Extraordinary Examination Session (July).

ASSESSMENT OF ACTIVITIES

1. This will consist of the submission of ONE COMPULSORY ASSIGNMENT via the course platform

LABORATORY ASSESSMENT

1. The laboratory practicals consist of FOUR SESSIONS.

2. The exam will be a multiple-choice test with four options per question; only one option is correct, and incorrect answers result in marks being deducted. A pass is achieved with a mark of 5 out of 10.

3. Attendance at and sitting of the laboratory examinations IS COMPULSORY FOR ALL STUDENTS. Each instance of unexcused absence during the practical sessions will result in a deduction of 25 per cent from the laboratory mark.

4. Failure to undertake the practical sessions will result in a fail for the laboratory module and the course

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Basic:

1. Feduchi Canosa E, Romero Magdalena C, Yáñez Conde E, García-Hoz Jiménez C.

Biochemistry. Essential Concepts.

3rd ed. Médica Panamericana. 2025.

ISBN: 9788491106807

2.- Lehninger AL, Nelson DL, Cox MM and Cuchillo Foix CM.

Lehninger. Principles of Biochemistry

7th ed. Omega. 2018.

ISBN: 9788428216678

3. Meisenberg, Simmons

Principles of Medical Biochemistry

4th ed. Elsevier. 2018.

ISBN: 9788491132974

Objectives

Communication is the cornerstone of modern society and, in professional settings, the key factor that sets one company apart from another. It is therefore essential to develop and enhance communication skills in order to handle any situation in which they are required: academic presentations, work meetings, clinical interviews, project presentations, drafting professional texts, etc.

In this 6 ECTS-credit module, you will acquire the necessary skills to develop your oral and written expression and improve your interpersonal communication, enabling you to handle any communicative situation with complete confidence and effectiveness. You will have all the tools you need to master every aspect of communication (producing spoken and written texts, understanding the role of non-verbal communication, the specificities of healthcare communication, etc.).

Objectives

- To improve the quality of care and the work of health sciences professionals by developing their communication skills in Spanish.

- To learn how to communicate professionally, interact, collaborate and negotiate with patients.

- To learn how to conduct interviews and work effectively as part of a team.

- To research and know how to disseminate information.

- To learn how to use information to make decisions.

- Manage and complete medical records.

- Use technical vocabulary.

Prerequisites

No prerequisites

Competencies

General competences

• CG2: To practise the profession with respect for other healthcare professionals, acquiring skills for working in a team

• CG5: Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, whilst demonstrating the ability to use information and communication technologies, particularly those related to nutrition and lifestyle

• CG6: Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, diet, lifestyles and health issues

• CG12: Understand nutrients, their function in the body, their bioavailability, nutritional requirements and recommendations, and the principles of energy and nutritional balance

• CG29: Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information to solve problems using the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition

Core competences

• CB1: Students must have demonstrated that they possess and understand knowledge in an area of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes certain aspects requiring knowledge from the cutting edge of their field of study.

• CB2: Students should be able to apply their knowledge to their work or profession in a professional manner and possess the competences typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

• CB3: Students should be able to gather and interpret relevant data (usually within their field of study) in order to form judgements that include reflection on relevant social, scientific or ethical issues.

• CB4: Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

• CB5: Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

Specific competences

• CE5: To be familiar with the various educational methods used in health sciences, as well as the communication techniques applicable to human nutrition and dietetics

• CE7: To acquire teamwork skills within a unit in which professionals and other staff involved in the diagnostic assessment and treatment of dietetics and nutrition are organised in a mono-, multi- or interdisciplinary manner

• CE9: To describe the anthropological foundations of human diet. To describe and analyse the cultural and social inequalities that may influence dietary habits

• CE11: Modern Language:

o Acquire the ability to communicate orally in the foreign language, in accordance with the language level studied.

o Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on matters relating to nutrition.

o Acquire the ability to communicate in writing in the foreign language, in accordance with the language level studied.

o Be competent in handling written and/or digital texts in a foreign language.

o To acquire the ability to understand clear, non-specialist spoken language, in accordance with the language level studied.

o Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on topics related to nutrition

• CE12: Communication:

o Understand the fundamentals of human communication.

o To communicate (gathering, analysing and synthesising information, negotiating, managing conflicts, conveying news and instructions, etc.) with laypeople and with experts from other fields.

o Distinguish between the characteristics of spoken and written expression.

o Define a topic and organise ideas appropriately.

o Conduct effective research.

o Use the main databases in the Health Sciences.

Learning outcomes

• Understand the different types of scientific documents.

• Recognise the components of each type of document.

• To write reports and other biomedical records in a clear and comprehensible manner.

• Read and critically analyse a scientific text.

• To prepare and present a historical-medical paper in seminar format.

• Use both verbal and non-verbal language appropriately.

• Search digital media for articles and relevant information on topics related to the Health Sciences.

• Conduct different types of interviews and presentations effectively.

• Demonstrate critical thinking skills to evaluate established knowledge and new information.

Description of the content

• Teaching Unit 1: Communication theory.

• Teaching Unit 2: Oral presentations. Non-verbal communication. Types of discourse.

• Teaching Unit 3: Academic work and documentation. Documentary sources. Bibliographic citation.

• Teaching Unit 4: Summarising and outlining. Writing techniques.

• Teaching Unit 5: Professional communication.

• Teaching Unit 6: Clinical interviews.

Training activities

Weekly synchronous online lectures scheduled by the lecturer. Although the lectures are recorded and can be viewed asynchronously, attendance is recommended as these are interactive and participatory sessions that will help you understand and apply the concepts covered in the course/module.

Synchronous online seminar sessions scheduled by the lecturer.

Online academic consultations on dates scheduled by the course lecturers

Assignments or practical case studies via the virtual classroom

Exercises, activities, readings and reference materials provided as part of the course.

Participation in the forums set up in the virtual classroom

Assessment system and criteria

In the virtual classroom for the course/module, you will be able to view in detail the activities you are required to complete, as well as the submission deadlines, assessment criteria and marking schemes for each one.

Your final mark will be based on the following assessment system:

50% of your mark will be based on your continuous assessment. The following will be taken into account:

Completion of the UAX SKILL SCHOOL activity: 5% of the final mark.

Compulsory individual and/or group activities: 45% of the final mark.

- 10% ASSESSMENT TEST

- 35% ELEVATOR PITCH

The final exam for the module will account for the remaining 50 per cent of the final mark. (You must achieve a mark of 5 or above in the exam for it to be included in the overall calculation)

Ordinary examination session

To pass the module in the ordinary examination session, you must achieve a mark of 5.0 or above out of 10.0 in the final mark (weighted average) for the module, and also:

REGULAR EXAM DATE → 7 June 2025, 1.30 pm

The exam mark must be 5.0 out of 10.0 or higher to be included in the overall average with the coursework.

Supplementary sitting

To pass the module in the supplementary sitting, you must pass an exam consisting of essay-type questions based on the different stages of the clinical interview, types of patients, strategies, etc. In addition, there will be a 20-question multiple-choice test covering all the content covered in the module.

EXTRA SESSION EXAM DATE → 28 June 2025, 5.00 pm

Timetable

Click on this link to view the detailed timetable in Excel

Supplementary

Supplementary:

1. ACINAS ACINAS, Mª Patricia

Communication skills and care strategies in the healthcare sector

Alcalá Association. 2004.

ISBN: 8496224694

2. Bados, Arturo

Public Speaking: A Practical Guide to Developing Skills and Confidence

Madrid: Piramide, 1991. 1991.

ISBN: 8436805860

3. Cibanal, Luis

Communication Techniques

Elsevier. 2010.

ISBN: 9788481746761

4. Clèries, Xavier

Communication: An Essential Skill for Professionals

Barcelona [etc.]: Masson, 2006. 2006.

ISBN: 9788445816721

5. Davis, Flora

Non-verbal Communication

Madrid: Alianza, reprinted 1995. 1995.

ISBN: 8420616168

6. Dugger, Jim

Effective Listening: The Key to Communication

Madrid: Fundación Confemetal, 2006. 2006.

ISBN: 8496743047

7. Gómez Torrego, Leonardo

Speaking and Writing Correctly

Madrid: Arco Libros. 2006.

ISBN: 8476356536

8. Leonardo Gómez Torrego

Practical Spanish Spelling

Espasa. 2009.

ISBN: 9788467028409

9. Loscertales Abril, Felicidad

Communication with the Patient

Alhuia. 1999.

ISBN: 9788495136213

10. Luis Cibanal Juan

Communication Techniques and Counselling in Health Sciences

ELSEVIER. 2010.

ISBN: 9788480866644

11. Poyatos, Fernando

Non-verbal Communication

Madrid: Istmo, 1994. 1994.

ISBN: 84709028223

12. Serrano González, María Isabel

Health Education in the 21st Century: Communication and Health

Madrid: Díaz de Santos; Segovia: Provincial Council. 1998.

ISBN: 8479783273

13. Velilla, Ricardo

The Power of Effective Presentations: A Practical Guide to

Barcelona: Gestión 2000, 2002. 2002.

ISBN: 8480887885

Objectives

This is a compulsory 6-credit module taught during the first semester of the academic year, with the following objectives:

• To study the normal functioning of the human body and its constituent parts, including all its physical and chemical processes.

• To understand the molecular mechanisms within cells and, consequently, the functions of tissues, organs and systems that work together to sustain human life.

• To demonstrate knowledge and understanding of the concepts, principles and theories relating to human physiology

Prerequisites

Knowledge of Biology and Anatomy

Competencies

General competences

• GC2: To practise the profession with respect for other healthcare professionals, acquiring skills for working in a team

• CG5: Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, whilst demonstrating the ability to use information and communication technologies, particularly those related to nutrition and lifestyle

• GC6: Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, diet, lifestyles and health issues

• CG12: Understand nutrients, their function in the body, their bioavailability, nutritional requirements and recommendations, and the principles of energy and nutritional balance

• CG29: Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information to solve problems using the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition

Core competences

• CB1: Students must have demonstrated that they possess and understand knowledge in an area of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes certain aspects requiring knowledge from the cutting edge of their field of study.

• CB2: Students should be able to apply their knowledge to their work or profession in a professional manner and possess the competences typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

• CB3: Students should be able to gather and interpret relevant data (usually within their field of study) in order to form judgements that include reflection on relevant social, scientific or ethical issues.

• CB4: Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

• CB5: Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

Specific competences

• CE1: To understand the chemical, biochemical and biological principles applicable to human nutrition and dietetics.

• CE2: To understand the structure and function of the human body, from the molecular level to the whole organism, across the different stages of life

• CE6: To understand the principles and fundamentals of human diet and nutrition.

• CE7: To acquire teamwork skills as part of a unit in which professionals and other staff involved in the diagnostic assessment and treatment of dietetics and nutrition are organised in a mono-, multi- or interdisciplinary manner

• CE11: Modern Language:

o Acquire the ability to communicate orally in the foreign language, in accordance with the level of proficiency studied.

o Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on matters relating to nutrition.

o To acquire the ability to communicate in writing in the foreign language, in accordance with the level of the language studied.

o Be competent in handling written and/or digital texts in a foreign language

o To acquire the ability to understand clear, non-specialist spoken language, in accordance with the language level studied.

o Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on topics related to nutrition.

• CE12: Communication

o Understand the fundamentals of human communication.

o To communicate (gathering, analysing and synthesising information, negotiating, managing conflicts, conveying news and instructions, etc.) with laypeople and with experts from other fields.

o Distinguish between the characteristics of spoken and written expression.

o Define a topic and organise ideas appropriately.

o Conduct effective research.

o Use the main databases in the Health Sciences.

Learning outcomes

• Identify and describe the general physiology of the components of the human body.

• Identify and describe the general theoretical foundations of human physiology and their relevance to other subjects within the degree programme.

• Distinguish between the normal functioning of each organ and system and their possible dysfunctional states.

• Use and interpret basic physiological tests such as: ECG, spirometry, audiometry and sphygmomanometry.

• Apply scientific research and evidence-based practice as part of professional culture.

• Be able to keep up to date with the fundamentals of the knowledge, skills and attitudes required for professional competences

• Critically analyse methods and protocols in human physiology and ensure that these keep pace with developments in scientific knowledge.

• Prepare reports on practical sessions in the various laboratories.

• Undertake examinations demonstrating the acquisition of competences and knowledge 

Description of the content

TEACHING UNIT I

Topic 1. Introduction to Human Physiology. An overview.

Topic 2. Chemical and Cellular Levels of Organisation.

TEACHING UNIT II

Topic 3. Neurophysiology. Action potential, synaptic transmission and nerve function

Topic 4. Sensory Physiology. Sensory Systems. The Somatosensory System.

Topic 5. The visual system

Topic 6. Auditory system

Topic 7. The vestibular system.

Topic 8. The gustatory and olfactory systems.

TEACHING UNIT III

Topic 9. Motor system.

Topic 10. Autonomic Nervous System.

Topic 11. Integrative functions of the central nervous system

Topic 12. Skeletal and smooth muscle.

TEACHING UNIT IV

Topic 13. Haematological Physiology. Composition and functions of blood. Haemostasis. Blood groups.

Topic 14. Immunology

Topic 15. Cardiovascular Physiology. Cardiac conduction system. Cardiac cycle. Haemodynamics. Cardiac output. Blood pressure. Capillary gas exchange. Assessment of the circulatory system.

Topic 16. Respiratory Physiology. Pulmonary ventilation. Volumes and capacities. Gas exchange. Gas transport. Exercise and the respiratory system

TEACHING UNIT V

Topic 17. Endocrine Physiology 1. Comparison of the control exerted by the endocrine and nervous systems. Endocrine glands. Mechanisms of endocrine control

Topic 18. Endocrine Physiology 2: Hormonal activity. Hypothalamus and pituitary gland. Thyroid gland. Parathyroid glands. Adrenal glands. Pineal gland and thymus. Gonads. Other endocrine tissues and organs.

Topic 19. Gastrointestinal Physiology. Intestinal secretory functions. Gastrointestinal digestion and nutrient absorption

TEACHING UNIT VI

Topic 20. Renal Physiology. Overview of the urinary system. Overview of renal physiology. Glomerular filtration. Tubular reabsorption and secretion.

Topic 21. Physiology of the Female Reproductive System. The female reproductive cycle. Physiology of the breast. Fertilisation, pregnancy and foetal development.

Topic 22. Physiology of the Male Reproductive System. Spermatogenesis.

Learning Activities

 Weekly synchronous online lectures scheduled by the lecturer. Although the lectures are recorded and can be viewed asynchronously, attendance is recommended as these are interactive and participatory sessions that will help you understand and apply the concepts covered in the course/module.

 Synchronous online seminar sessions scheduled by the lecturer.

 Online academic consultations on dates scheduled by the course lecturers

 Assignments or practical case studies via the virtual classroom

 Exercises, activities, readings and reference materials provided as part of the course.

 Participation in the forums set up in the virtual classroom

Assessment system and criteria

In the course’s virtual classroom, you will be able to view in detail the activities you are required to complete, as well as the submission deadlines and assessment criteria for each one.

The final mark will be based on the following assessment system:

REGULAR EXAM SESSION

To pass this module, you must:

1. Have completed and submitted all the seminar exercises/activities

2. Achieve a mark of 5 or above in the final exam.

3. Achieve a mark of 5 or above for the seminar component.

4. Achieve a mark of 5 or above by adding together the percentages set out below:

• In-person final exam (lecture-based): 70% of the final mark. If a mark lower than 5 is obtained, students must sit the exam during the supplementary sitting.

• Compulsory assignment submissions: 30 per cent of the final mark.

✓ Completion and submission via the online learning platform of exercises, case studies or questionnaires.

CHARACTERISTICS OF THE REGULAR EXAMINATION SESSION

The final exam consists of 60 multiple-choice questions with four answer options, each with a single correct answer and a penalty for incorrect answers (for every three incorrect answers, one correct answer is deducted).

The maximum time allowed for the exam is 80 minutes.

The pass mark is set at 5.

SUPPLEMENTARY SESSION.

In-person assessment for the supplementary sitting: 70 per cent.

The same criteria as those detailed for the final exam in the ordinary sitting.

For both the ordinary and extraordinary examination sessions, the weighting of 70% for the exam and 30% for assignments and tasks in calculating the final mark WILL ONLY BE APPLIED IF THE FINAL EXAM MARK IS ≥ 5 AND ALL COMPULSORY ASSIGNMENTS HAVE BEEN SUBMITTED

Bibliography

Essential:

1. Marieb, Elaine N.

Human Anatomy and Physiology

: Pearson Addison Wesley. 2008.

ISBN: 9788478290949

2. Silverthorn, Dee Ungalub

Human Physiology

: Panamericana. 2008.

ISBN: 9500619822

3. Silverthorn, Dee Ungalub.

Human Physiology:

Panamericana, 2019.

ISBN: 9786078546220

4. Thibodeau, Gary A.

Structure and Function of the Human Body

10th ed. Madrid: Harcourt Brace, 1998. 1998.

ISBN: 8481743267

5. Tortora, Gerard J.

Principles of Anatomy and Physiology

: Harcourt. 2000.

ISBN: 8480861932

Objectives

• To understand and apply techniques for editing, layout, sharing and distribution of digital content, as well as the use of this content in a range of professional settings.

• To manage a professional digital information processing environment that covers the most commonly required processing tasks in day-to-day use.

• To create presentations that enable students to present and defend ideas and projects.

• To create digital content that integrates various types of media.

Prerequisites

Basic computer literacy at user level

Skills

Basic competences

CB1 Students have demonstrated that they possess and understand knowledge in a field of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 Students are able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

General competences

CG2 To practise the profession with respect for other health professionals, acquiring teamwork skills.

CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, whilst making effective use of information and communication technologies, particularly those related to nutrition and lifestyle.

CG6 Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, diet, lifestyles and health issues.

CG12 Understand nutrients, their function in the body, their bioavailability, nutritional requirements and recommendations, and the principles of energy and nutritional balance.

CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information to solve problems using the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition

Specific competences

CE7 Acquire teamwork skills as part of a unit in which professionals and other staff involved in the diagnostic assessment and treatment of dietetics and nutrition are organised in a mono-, multi- or interdisciplinary manner.

CE10 Applied IT:

o Understand and apply techniques for editing, layout, sharing and distribution of digital content, as well as the use of this content in a range of professional settings.

o Be able to operate within a professional digital information processing environment that covers the most commonly required processing tasks in day-to-day use.

CE11 Modern Language

- Acquire the ability to communicate orally in the foreign language, in accordance with the level of proficiency studied.

- Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on topics related to nutrition.

- Acquire the ability to communicate in writing in the foreign language, in accordance with the level of the language studied.

- To be competent in handling written and/or digital texts in a foreign language.

- To acquire the ability to understand clear, non-specialist spoken language, in accordance with the level of the language studied.

- Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on topics related to nutrition.

CE12 Communication

­ Understand the fundamentals of human communication.

­ Communicate (gathering, analysing and synthesising information, negotiating, managing conflicts, conveying news and instructions, etc.) with laypeople and with experts from other fields.

­ Distinguish the specific characteristics of spoken and written expression.

­ Define a topic and organise ideas appropriately.

­ Conduct effective research.

­ Use the main databases in the Health Sciences.

Learning outcomes

Be able to apply document layout techniques to create professional documents.

Be able to apply data analysis and evaluation techniques.

Create presentations that enable the defence of ideas and projects.

Create digital content that integrates various types of media.

Be able to produce reports with a professional layout that integrates content from different media

Course content description

Course Syllabus

- Information systems, data analysis and retrieval, etc.

- Document management.

- Document layout using applications and the creation of templates and styles.

- Introduction to, handling, organisation and filtering of data.

- Types of charts, options and features of data charts.

- Creating and configuring a complete presentation.

- Integrating and manipulating digital images.

Topic 1: Introduction

o Basic concepts of computing; the evolution of computers.

o Hardware and software. Memory and storage devices.

o The organisation of information. The File Explorer.

o The Internet: definition, services and search tools

o Database management systems. Specialised databases.

Topic 2: Generative Artificial Intelligence

o What is artificial intelligence?

o A brief history: the origins of a powerful idea.

o How does artificial intelligence work?

o Benefits, risks and ethical dilemmas of AI

o AI and the future of work and education

o An introduction to prompting: talking to an AI

Topic 3: Excel

o What is a spreadsheet? It always refers to cells.

o The difference between a workbook and a spreadsheet

o General overview of the programme. Toolbars and formula bar.

o Rows, columns, cells, ranges of cells, references.

o Selecting, moving or copying content or a formula

o Saving (location, name and type)

o Data types: Text, number, dates, percentage… Restricting the entry of certain data or values

o AutoFill: Text series, numerical series (arithmetic, linear and geometric) and date series

o Cell formatting (font, alignment, etc.). Formatting rows and columns

o Formulas or functions

- Relative, absolute and mixed references

- Basic: sum, average, count, maximum and minimum

- Logical: IF, AND, OR, IF combined with AND/OR, nested IF

- Text functions (LEFT, RIGHT, TRIM, SPACES, etc.)

- Mathematical and statistical functions

- Date functions (day, month, year, days360, yearfraction, …)

- VLOOKUP and HLOOKUP functions

- Other functions: financial, …

o Charts

o Data:

o Filters

o Conditional formatting

o Page setup: margins, orientation, headers and footers, repeating header rows, etc.

o Table styles. Remove duplicates.

o Outlining or grouping data. Subtotals.

o Pivot tables and charts.

o Basic macros (optional)

Topic 4: Word

o General overview of the programme. Toolbars.

o Basic concepts: paragraphs, lines, words, etc.

o Copy, cut, paste, copy format, undo, etc.

o Save (location, name and file type)

o Font formatting: type, size, colour, effects, etc.

o Paragraph formatting: alignment, line spacing, spacing, indents, borders and

shading

o Document review: Spelling and grammar check, synonyms,

Language, …

o Bullets, numbering and multi-level lists

o Page Setup: Print Preview, Orientation, Margins, Headers

and footers. Topics

o Styles

o Sections

o Tables

o Images: clip art and stock images. Image toolbar

o Shapes and WordArt. Drawing toolbar.

o Footnotes. Hyperlinks. Drop caps. Equations.

o Citations, references and bibliography

o Document review. Track changes.

o Templates.

o Mail merge.

Topic 5: Group work, Teams and Presentations

o Collaborating on shared projects. Saving to the cloud

o Teams

o PowerPoint presentations:

- Templates

- Objects: shapes, images, tables, charts, SmartArt, etc.

Learning activities

Weekly synchronous online lectures scheduled by the lecturer. Although the lectures are recorded and can be viewed asynchronously, attendance is recommended as these are interactive and participatory sessions that will help you understand and apply the concepts covered in the course/module.

Synchronous online seminar sessions scheduled by the lecturer.

Online academic consultations on dates scheduled by the course lecturers

Assignments or practical case studies via the virtual classroom

Exercises, activities, readings and reference materials provided as part of the course.

Participation in the forums set up in the virtual classroom

Assessment system and criteria

In the course’s virtual classroom, you will be able to view in detail the activities you are required to complete, as well as the submission deadlines, assessment criteria and marking schemes for each one.

Your final mark will be based on the following assessment system:

5.1. Main assessment period

40% of the final mark: Continuous assessment

a. UAX Skill School – Generative AI – Prompt Engineering for ChatGPT (10%)

b. Feedback exercise

i. Feedback Exercise 1 – Excel (15%)

ii. Feedback Exercise 1 – Word (15%)

To complete the Excel and Word modules, each student must complete a set practical case study within the specified time frame. The start date and submission deadline for these are available on the Campus. Failure to submit them or failing any of them does not preclude the right to sit the Final Exam.

c. Optional practical assignments or examples. Each topic will include practical exercises which will be explained, step by step, during the lessons. These activities are designed to support and complement the theoretical lessons and aim to enable students to practise and familiarise themselves with the use of the various tools covered.

60% of the final mark: Exam

a. Final exam: At the end of the term, students must sit a practical exam covering the content covered in the learning activities carried out during the online classes. The exam mark must be 5.0 out of 10.0 or higher to be included in the average with the other activities.

To pass the module, the weighted average of the Final Exam and the Continuous Assessment must be 5 or above

5.2. Resit

During the supplementary examination periods set by the university, the final practical examination will account for 100 per cent of the final mark.

5.3. Requirements (Important)

To sit the final exam, in both the ordinary and extraordinary examination periods, students must use their own laptop on which Office 365 must be installed; the licence for this can be downloaded from the Virtual Campus. The use of tablets will NOT be permitted. Failure to do so will result in the student being unable to sit the exam, and they will be marked as ‘NOT PRESENT’.

Bibliography

Essential:

1. Lambert, Joan.

MOS 2016 study guide for Microsoft Excel:

Microsoft Press. 2016.

ISBN: 9780735699434

2. Microsoft

Microsoft 365

Microsoft. 2022.

ISBN: 9782409024351

https://support.microsoft.com/es-es/training

Supplementary:

3. Charte Ojeda, Francisco

Word 2016 /

Anaya Multimedia. 2016.

ISBN: 9788441538160

4.- CLAUDIA VALDES-MIRANDA

EXCEL 2016 (ESSENTIAL HANDBOOK)

Anaya Multimedia. 2016.

ISBN: 9788441538023

5. Eni

Microsoft Office 2019 and Office 365: Word, Excel, PowerPoint and Outlook

Eni Editions. 2020.

ISBN: 978-2-409-024

6. JOHN PIERCE

MOS 2016 STUDY GUIDE FOR MICROSOFT WORD EXPERT

Microsoft Press. 2016.

ISBN: 9788441539266

7. JULIO F. CUARTERO SANCHEZ

WORD 2016: STEP-BY-STEP PRACTICAL COURSE

Altaria. 2015.

ISBN: 9788494477607

8. Paz González, Francisco

PowerPoint 2016

Anaya Multimedia. 2016.

ISBN: 9788441538054

9. Peña Pérez, Rosario

Office 2016:

Ediciones Altaria. 2015.

ISBN: 9788494404979

10. ROSARIO PEÑA PEREZ

Office 2019–Office 365: Key new features

Altaria. 2018.

ISBN: 9788494731976

11.- VALENTIN, HANDZ

EXCEL 2016 STEP BY STEP, 2nd UPDATED EDITION

Ra-Ma. 2016.

ISBN: 9788499646619

12. VALENTIN, HANDZ

OFFICE 2016 PRACTICAL COURSE

Ra-Ma. 2016.

ISBN: 9788499646343

Objectives

1. To understand the basic concepts of nutrition.

2. To learn about the history of nutrition and advances in nutritional science.

3. To identify the relationship between nutrition and health.

4. To understand the role of energy and nutrients in the body and in maintaining good health.

5. To understand the effect of alcohol on nutritional status.

6. Understand the organic compounds of nutritional importance.

7. Understand the various phytochemicals present in food that help maintain health.

8. Understand nutritional recommendations and the main characteristics of a healthy diet.

9. Understand the methodology for assessing nutritional status at different stages of life.

10. To skilfully assess an individual’s nutritional status in terms of body composition, dietary history and the biochemical and metabolic evaluation of nutritional status.

11. Acquire knowledge of the physiology of the human body and the changes that occur at different stages of life, and how nutritional requirements change according to each stage.

12. Acquire the knowledge to calculate energy and nutrient requirements at different stages of life.

Prerequisites

Knowledge of biology, biochemistry and chemistry

Competencies

Core competences:

CB1 Students have demonstrated that they possess and understand knowledge in a field of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 Students are able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

General competences

CG1 Recognise the essential elements of the dietitian-nutritionist profession, including ethical principles, legal responsibilities and the practice of the profession, applying the principle of social justice to professional practice and carrying it out with respect for people, their habits, beliefs and cultures.

CG2 To practise the profession with respect for other health professionals, acquiring teamwork skills.

CG3 Recognise the need to maintain and update professional competence, placing particular emphasis on the autonomous and continuous acquisition of new knowledge, products and techniques in nutrition and dietetics, as well as a commitment to quality

CG4 Understand the boundaries of the profession and its scope of practice, identifying when interdisciplinary treatment or referral to another professional is necessary.

CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, and be able to use information and communication technologies, particularly those related to nutrition and lifestyle.

CG6 Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, diet, lifestyles and health issues.

CG7 Be able to draw up reports and complete records relating to the professional practice of the Dietitian-Nutritionist

CG10 Compile, interpret and manage food composition tables and databases.

CG12 Understand nutrients, their function in the body, their bioavailability, requirements and recommendations, and the principles of energy and nutritional balance

CG18 To be involved in the organisation, management and implementation of the various forms of hospital feeding and nutritional support, as well as outpatient dietary and nutritional treatment

CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information for problem-solving in accordance with the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition.

Specific competences

CE28 Apply food and nutrition sciences to dietary practice.

CE29 Understand nutrients, their functions and their metabolic utilisation. Understand the principles of nutritional balance and its regulation.

CE30 Assess and calculate nutritional requirements in situations of health and illness at any stage of the life cycle.

CE31 Identify the principles of a healthy diet (sufficient, balanced, varied and tailored).

CE32 Participate in the design of total diet studies.

CE33 Understand, detect at an early stage and assess quantitative and qualitative deviations—whether due to excess or deficiency—in nutritional balance

CE42 Participate as part of the multidisciplinary team in a Hospital Nutrition Unit.

CE43 Understand the various techniques and products used in basic and advanced nutritional support.

CE44 Develop and implement dietary and nutritional transition plans.

CE47 Be able to use the basic ICT tools employed in the field of Food, Nutrition and Dietetics.

Learning outcomes

Integrate and evaluate the relationship between diet and nutrition in healthy individuals and in pathological conditions.

Be able to use and interpret food composition tables and tables of recommended energy and nutrient intakes.

Assess and calculate nutritional requirements in both healthy and diseased states, at any stage of the life cycle.

Skilfully assess an individual’s nutritional status from the perspective of body composition, dietary history and the biochemical and metabolic evaluation of nutritional status.

Provide nutritional advice to service users in the establishments where they work and facilitate the application of nutritional concepts to healthcare practice.

Recognise the need to engage continuously in maintaining, updating and reviewing professional competence, placing particular emphasis on independent learning and the ability to adapt to rapidly evolving knowledge in the field of nutrition.

To compile personal dietary histories and assess the nutritional status of both healthy and unwell individuals.

Implement a dietary and nutritional treatment plan, acting as a member of the relevant multidisciplinary team.

Interpret artificial feeding protocols and implement the appropriate techniques and care.

Assess different dietary treatments and their potential incompatibilities, specifically those related to food-medication interactions.

To advise on ergogenic aids and distinguish them from doping.

Design a simple, practical and personalised physical exercise programme, combining it with an appropriate dietary plan for each medical condition or physiological situation.

Undertake assessments to demonstrate the acquisition of skills and knowledge.

Description of the course content

Unit 1. Introduction to nutrition.

Topic 1. Basic concepts of nutrition.

Topic 2. History of nutrition.

Topic 3. The importance of nutrition in health.

Unit 2. Energy and macronutrients

Topic 4. Energy

Topic 5. Carbohydrates

Topic 6. Proteins

Topic 7. Lipids

Unit 3. Fibre and micronutrients

Topic 8. Fibre

Topic 9. Vitamins

Topic 10. Minerals

Unit 4. Water and other components

Topic 11. Water

Topic 12. Alcohol and other components

Topic 13. Organic and bioactive compounds of nutritional importance

Unit 5. Nutritional requirements and recommendations. Healthy diet guidelines

Topic 14. Dietary Reference Intakes for energy and nutrients.

Topic 15. Nutritional objectives and dietary guidelines

Topic 16. A healthy diet.

Unit 6. The nutritional care process. I

Topic 17.1. Nutritional assessment: Screening

Topic 17.2. Nutritional assessment: Nutritional evaluation

Topic 17.3. Nutritional assessment: Nutritional evaluation (dietary assessment)

Unit 7. Nutrition at Different Stages of Life

Topic 18. Nutrition in the first year of life

Topic 19. Children aged 1 to 3 years

Topic 20. Pre-school and school-age children

Topic 21. Adolescence.

Topic 22. Eating disorders.

Topic 23. Reproductive years and premenstrual syndrome

Topic 24. Pregnancy.

Topic 25. Breastfeeding.

Topic 26. Menopause.

Topic 27. Old age.

Unit 8. Body weight

Topic 28. Weight and body composition

Topic 29. Body weight regulation: hunger and satiety

Topic 30. Body weight imbalance: Overweight and obesity

Seminars

- Nutrient metabolism

- Use of food composition tables

- Calculating edible portions and determining the energy and nutrient content of foods

- Calculating the alcohol content of alcoholic drinks

- The importance of the portion size consumed in determining a food’s nutritional value

- Calculating daily energy expenditure

- Directly from the recommended intake (RI) tables.

- Based on resting energy expenditure (REE) and average physical activity factors.

- Based on REE and an individual physical activity factor.

- Using tables showing energy expenditure by physical activity.

- Estimation of recommended nutrient intakes

- Use of food exchanges (I) or food equivalents

- Assessment of the nutritional quality of the diet

- Ultra-processed foods and health.

- Functional foods

- The detective in the supermarket. Food labelling.

- Food research

- A new generation of medicines for obesity and diabetes

- The diet wars

*Seminar and workshop topics are subject to change as the course progresses.

PRACTICAL SESSIONS

1st Term

- The nutritional care process.

- Dietary history.

- Anthropometric assessment.

2nd Term

- Nutritional intervention

Other content: UAX Skill School

Course: Introduction to Data Analysis (Analytical Thinking)

Compulsory completion: From 8 September.

Video on how to access a course on the UAX Skill School (https://youtu.be/jNAprtEXasw), register on the platform, and get an overview of the course and Coursera

Issues within Coursera: video and guide: https://www.coursera.support/s/learner-help-center?language=es

Learning activities

Virtual masterclass

Face-to-face workshops

Virtual seminar

Tutorials

Independent study

In-person assessment

Assessment system and criteria

GENERAL ASSESSMENT CRITERIA

To pass this module, you must:

1. Have completed and submitted all the assignments.

2. Have completed all the laboratory practicals.

3. Have achieved a mark of 5 or above in each of the lectures and seminars (February and June).

4. And achieve a mark of 5 or above by adding together the percentages set out below:

- Lectures and seminars: 60% of the final mark.

-Practical sessions: 20% of the final mark (exam and workbook)

-Activities and forums: 15% of the final mark. Completion and submission via the virtual campus of exercises and practical case studies set in the TRAB sessions, and participation in online FORUMS.

-Self-assessment tests on the campus and UAX Skill School*: 5%

*Students in their second year of enrolment who already achieved a passing mark in the previous academic year are exempt from the UAX Skills School

4.2. ASSESSMENT CRITERIA

The percentages indicated above in the general criteria will apply. Examinations will be held in person.

-Lectures and seminars: Two exams will be held during the regular examination periods (30% each). These exams will exempt students from further assessment for marks of 5 or above. Should a student obtain a mark below 5, they must sit the exam for the failed sections during the supplementary examination period.

-Activities and forums: There will be 2–3 activities per term. Each activity comprises the exercises, questions or case studies set by the lecturer during classes. Discussion forums will be held throughout the course; participation in these is assessed, as set out in the assessment criteria.

-Practical sessions: Practical sessions are face-to-face and compulsory. Students will not pass the module unless they attend these sessions and submit the corresponding workbook, achieving a mark of at least 5.

A dietary and anthropometric report on the individual nutritional assessment must be completed and submitted (1st term)

Practical case studies must be completed, submitted and presented (2nd term)

PRACTICAL SESSIONS CANNOT BE RETAKEN

4.3. REGULAR MAY EXAM SESSION

Students will sit the lectures and seminars examination in the February and June examination sessions in accordance with the criteria set out above

4.4. JUNE SUPPLEMENTARY EXAMINATION SESSION

Students will sit examinations for lectures and seminars not passed in the February and June examination sessions. The same assessment criteria as for the ordinary examination session will apply.

Practical assignments and activities marked with a grade lower than 5 cannot be resat.

4.5. EXAMINATION FORMAT

Lecture exams: Each exam taken during the ordinary examination period (February or June) to assess a term will consist of 40 multiple-choice questions (80 per cent of the exam mark) and 1 essay question (20 per cent of the exam mark). Exams assessing the entire course syllabus will also include multiple-choice and essay-type questions, but the number of questions will be adjusted to the time allocated for the exam in each sitting. Multiple-choice questions will have four options, and each incorrect answer will result in a 33 per cent deduction. The exam will include questions relating to the seminars taught.

Bibliography

Core:

1. E. Brown, Judith

Nutrition at Different Stages of Life.

McGraw-Hill. 2011.

ISBN: 9786071503022

2. Gil, Á.

Treatise on Nutrition

Médica Panamericana. 2017.

ISBN: 9788491101956

3. JANICE L. RAYMOND KELLY MORROW

KRAUSE. MAHAN Diet Therapy

Elsevier. 2021.

ISBN: 978-84-9113-9

4. Kathleen Mahan, L.

Krause’s Nutrition and Diet Therapy

9th ed. Mexico: McGraw Hill, 1998. 1998.

ISBN: 9701014510

5. Mataix Verdú, José

Nutrition for Educators

Madrid: Díaz de Santos, 1995. 1995.

ISBN: 8479782099

6. Ortega RM

Clinical Nutrition and Nutritional Health

Medica Panamericana. 2023.

ISBN: 9788491109044

7. Pond, W. G.

Fundamentals of Animal Nutrition and Feeding

Limusa Wiley. 2003.

ISBN: 9681852990

Links

Kellogg’s Nutrition Handbook – The Kellogg’s Practical Handbook of Nutrition and Health. Nutrition for the Prevention and Management of Common Diseases is a unique publication on nutrition due to its size, illustrations and up-to-date content.

Medical Dictionary. University of Navarra. – Medical Dictionary

US National Library of Medicine – US National Library of Medicine

Spanish Food Code (CAE). – Spanish Food Code (CAE). Consolidated version.

The Nutrition Source – Information on nutrition

Glycaemic Index and Glycaemic Load – Publication on the glycaemic index and glycaemic load.

Centres for Disease Control and Prevention – Contains information on nutrition

White Paper on Nutrition in Spain – White Paper on Nutrition

Objectives

•To acquire knowledge about food in all its aspects: origin, chemical and nutritional composition, changes, processing, preservation and specific characteristics.

•To be able to determine the nutritional value of different foods and their importance in the diet in relation to health.

•To provide theoretical and practical knowledge on the general and specific analysis of food.

•To acquire knowledge for the development and control of high-quality food.

•Knowledge of food safety.

•Proper use and application of current food legislation.

•To carry out research projects within the scope of the module

•To integrate the knowledge acquired during the course into the Bachelor’s Degree in Human Nutrition and Dietetics

•Developing analytical skills and a critical mindset when assessing information relating to food in the media and in society at large.

Prerequisites

Knowledge of chemistry, biology and biochemistry

Competencies

Core competences

CB1 Students have demonstrated that they possess and understand knowledge in a field of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 Students are able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

General competences

CG2 To practise the profession with respect for other health professionals, acquiring teamwork skills.

CG3 Recognise the need to maintain and update professional competence, placing particular emphasis on the autonomous and continuous acquisition of new knowledge, products and techniques in nutrition and food, as well as a commitment to quality

CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, whilst being able to use information and communication technologies, particularly those related to nutrition and lifestyle.

CG6 Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, diet, lifestyles and health issues.

CG8 Identify and classify foods and food products. Be able to analyse and determine their composition, properties, nutritional value, the bioavailability of their nutrients, organoleptic characteristics and the changes they undergo as a result of technological and culinary processes.

CG12 Understand nutrients, their function in the body, their bioavailability, dietary requirements and recommendations, and the principles of energy and nutritional balance.

CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information to solve problems using the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition.

Specific competences

CE13 Identify and classify foods, food products and food ingredients.

CE14 Understand their chemical composition, physico-chemical properties, nutritional value, bioavailability, organoleptic characteristics and the changes they undergo as a result of technological and culinary processes.

CE16 Understand and apply the fundamentals of bromatological and sensory analysis of food products.

CE17 Interpret and use food composition databases and tables.

Learning outcomes

Demonstrate a comprehensive understanding and practical application of different foods, their chemical composition, nutritional value and properties.

Use and interpret food composition databases and tables in a practical manner.

Apply the principles of food analysis.

Prepare reports on the composition of food products.

Produce practical reports on food analysis carried out in the laboratory, justifying the technique used, its advantages and/or limitations, etc.

Sit examinations demonstrating the acquisition of skills and knowledge.

Demonstrate a broad knowledge of and practical application of different foods, their chemical composition, nutritional value and properties.

Handle and interpret food composition databases and tables in a practical manner.

Apply the principles of food analysis.

Prepare reports on the composition of food products.

Produce practical reports on food analysis carried out in the laboratory, in which the technique used, its advantages and/or limitations, etc., must be justified.

Sit examinations demonstrating the acquisition of skills and knowledge.

Description of the content

UNIT I. INTRODUCTION AND FOOD ADDITIVES

1. Food and food legislation.

2. Food additives.

UNIT II. PROTEIN-RICH FOODS OF ANIMAL ORIGIN I

3. Eggs and egg products.

4. Meat.

UNIT III. PROTEIN FOODS OF ANIMAL ORIGIN II

5. Fish, seafood and derived products.

6. Milk.

UNIT IV. SEEDS

7. Cereals and derived products.

8. Pulses and derived products.

UNIT V. PLANT-BASED FOODS

9. Fruit, vegetables, seaweed and edible fungi.

10. Nuts and derived products.

UNIT VI. OTHER COMMONLY CONSUMED FOODS

11. Oils, fats and derived products.

12. Water, non-alcoholic drinks and alcoholic drinks.

Training activities

 Weekly synchronous online lectures scheduled by the lecturer. Although the lectures are recorded and can be viewed asynchronously, attendance is recommended as these are interactive and participatory sessions that will help you understand and apply the concepts covered in the course/module.

 Weekly synchronous online seminar sessions scheduled by the lecturer.

 Assignments or case studies via the virtual classroom.

 Online academic consultations on dates scheduled by the course lecturers.

 Exercises, activities, readings and reference materials provided as part of the course.

 Participation in the forums set up in the virtual classroom.

 Compulsory face-to-face practical sessions

 Face-to-face assessment

Assessment system and criteria

In the course’s virtual classroom, you will be able to view detailed information on the activities you are required to complete, as well as the submission dates, assessment criteria and marking schemes for each one.

Your final mark will be based on the following assessment system:

REGULAR EXAM SESSION

To pass this module, you must:

1. Have completed and submitted all seminar exercises/activities.

2. Achieve a mark of 5 or above in the final exam.

3. Achieve a mark of 5 or above for the seminar component.

4. Achieve a mark of 5 or above by adding together the percentages set out below:

• In-person final exam (lecture-based): 60% of the final mark. If a mark lower than 5 is obtained, students must sit the exam during the supplementary sitting.

• Seminars: 20 per cent of the final mark. Exercises must be completed and submitted via the virtual campus.

• In-person laboratory practicals: 20% of the final mark.

EXAMINATION FORMAT FOR THE REGULAR EXAMINATION PERIOD

Final exam: 40 multiple-choice questions.

SUPPLEMENTARY EXAMINATION SESSION

Students will be examined on the parts of the module they did not pass in the ordinary examination period, and the same weightings will apply as in the ordinary examination period.

EXAMINATION DETAILS FOR THE SUPPLEMENTARY SESSION

• Exam: 40 multiple-choice questions.

Objectives

To provide students with an understanding of endocrine disorders and their relationship with nutrition.

To provide the knowledge required to identify the basic signs and symptoms of various endocrine syndromes.

To familiarise students with the most common endocrine and metabolic disorders, their aetiology and classification.

To relate nutrition and dietetics to the various endocrine disorders.

Prerequisites

Knowledge of Anatomy, Physiology, Pathophysiology, Biochemistry and Biology

Competencies

Core competences:

CB1 Students have demonstrated that they possess and understand knowledge in a field of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 Students are able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

General competences

CG1 Recognise the essential elements of the dietitian-nutritionist profession, including ethical principles, legal responsibilities and the practice of the profession, applying the principle of social justice to professional practice and carrying it out with respect for people, their habits, beliefs and cultures.

CG2 To practise the profession with respect for other health professionals, acquiring teamwork skills.

CG3 Recognise the need to maintain and update professional competence, placing particular emphasis on the autonomous and continuous acquisition of new knowledge, products and techniques in nutrition and dietetics, as well as a commitment to quality

CG4 Understand the boundaries of the profession and its scope of practice, identifying when interdisciplinary treatment or referral to another professional is necessary.

CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, and be able to use information and communication technologies, particularly those related to nutrition and lifestyle.

CG6 Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, diet, lifestyles and health issues.

CG7 Be able to draw up reports and complete records relating to the professional practice of the Dietitian-Nutritionist

CG12 Understand nutrients, their function in the body, their bioavailability, requirements and recommendations, and the principles of energy and nutritional balance

CG13 Integrate and evaluate the relationship between diet and nutrition in both healthy individuals and those with medical conditions.

CG14 Apply scientific knowledge of physiology, pathophysiology, nutrition and diet to the planning and provision of dietary advice for individuals and groups throughout the life course, whether healthy or unwell.

CG15 Design and implement protocols for assessing nutritional status, identifying nutritional risk factors.

CG16 Interpret nutritional diagnoses, assess the nutritional aspects of a clinical history and draw up a dietary action plan.

CG17 Understand the structure of food services and hospital food and nutrition units, identifying and developing the roles of the Dietitian-Nutritionist within the multidisciplinary team.

CG18 Contribute to the organisation, management and implementation of the various forms of hospital feeding and nutritional support, as well as outpatient dietary and nutritional treatment

CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information for problem-solving in accordance with the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition.

Specific competences

CE35 Understand the pathophysiological aspects of nutrition-related diseases

CE37 Compile and interpret a dietary history in healthy and unwell individuals. Interpret a clinical history. Understand and use the terminology employed in health sciences.

CE38 Interpret and integrate clinical, biochemical and pharmacological data into the nutritional assessment of the patient and their dietary and nutritional treatment.

CE41 Understand hospital organisation and the different stages of the food service.

CE42 Participate as part of the multidisciplinary team in a Hospital Nutrition Unit.

Learning outcomes

Distinguish between the concepts of health and disease.

Recognise the various pathophysiological processes that take place in the body and their influence on nutritional status.

Assess the effects of various medical conditions on the nutritional status of individuals and/or groups, particularly those arising from endocrine disorders.

Identify the hereditary aspects of nutrition-related diseases.

Gather information on functional disturbances in the body’s various systems, as well as on the aetiopathogenic mechanisms involved in these disturbances and the symptoms of each disease.

Identify the nutritional implications of various medical conditions.

Undertake assessments to demonstrate the acquisition of skills and knowledge

Description of the content

TEACHING UNIT I: THE HYPOTHALAMUS-PITUITARY AXIS

1. Introduction to the endocrine system: a review of the anatomy and physiology of the endocrine system. Endocrinology, the endocrine system and hormones.

2. The hypothalamic-pituitary axis. Disorders of the anterior pituitary I: pathophysiology, epidemiology, diagnosis, clinical presentation, complications and therapeutic management. Hyperpituitarism, hypopituitarism, panhypopituitarism, prolactinoma. Nutrition and adenohypophyseal disorders.

3. The hypothalamic-pituitary axis. Disorders of the anterior pituitary II: pathophysiology, epidemiology, diagnosis, clinical presentation, complications and therapeutic approach. Disorders of growth hormone secretion: pituitary gigantism and pituitary dwarfism.

4. Disorders of the neurohypophysis: pathophysiology, epidemiology, diagnosis, clinical presentation, complications and therapeutic approach. Disorders of antidiuretic hormone secretion: diabetes insipidus and syndrome of inappropriate ADH secretion.

TEACHING UNIT II: THYROID AND PARATHYROID GLANDS

1. Thyroid gland. Thyroid disorders I: pathophysiology, epidemiology, diagnosis, clinical presentation, complications and therapeutic approach. Hyperthyroidism, Graves’ disease, thyroid hormone resistance syndrome.

2. Thyroid gland. Thyroid disorders II: pathophysiology, epidemiology, diagnosis, clinical presentation, complications and therapeutic approach. Hypothyroidism, Hashimoto’s thyroiditis, overtreatment of hyperthyroidism, Quervain’s thyroiditis, primary atrophic hypothyroidism, dyshormonogenesis.

3. Other thyroid disorders: pathophysiology, epidemiology, diagnosis, clinical presentation, complications and therapeutic approach. Goitre, thyroid neoplasms. Nutrition and thyroid disorders.

4. Parathyroid gland. Pathophysiology of disorders of calcium and phosphate metabolism. Parathyroid disorders: pathophysiology, epidemiology, diagnosis, clinical presentation, complications and therapeutic approach. Hypoparathyroidism and hyperparathyroidism.

5. Osteoporosis and other bone disorders: pathophysiology, epidemiology, diagnosis, clinical presentation, complications and therapeutic approach. Vitamin D deficiency. Hypercalcaemia and hypocalcaemia. Nutrition and disorders of calcium and phosphorus metabolism.

TEACHING UNIT III: ADRENAL GLANDS

1. Adrenal glands. Disorders caused by excess adrenal gland activity: pathophysiology, epidemiology, diagnosis, clinical presentation, complications and therapeutic approach. Hyperaldosteronism, Cushing’s syndrome, Cushing’s disease, neoplasms, pheochromocytoma.

2. Adrenal glands. Disorders caused by insufficiency of the adrenal cortex: pathophysiology, epidemiology, diagnosis, clinical presentation, complications and therapeutic approach. Congenital adrenal hyperplasia, adrenal insufficiency, Addison’s disease

TEACHING UNIT IV: REPRODUCTION

1. Female reproductive system. Pathophysiology of the menstrual cycle. Disorders of the female reproductive system: pathophysiology, diagnosis, clinical presentation, complications and therapeutic management. Polycystic ovary syndrome. Female hypogonadism. Hirsutism. Nutrition and sex hormones.

2. Endocrinology of pregnancy: reproductive hormones. Metabolic changes during pregnancy. The importance of nutrition. Lactation: hormones involved.

3. Menopause: pathophysiology, clinical presentation and diagnosis. Therapeutic management of symptoms. Nutrition and menopause.

4. Male reproductive system. Disorders of the male reproductive system: pathophysiology, diagnosis, clinical presentation, complications and therapeutic management. Male hypogonadism, testicular pathology, gynaecomastia and erectile dysfunction.

TEACHING UNIT V: DIABETES MELLITUS

1. Carbohydrates: functions, classification, glycaemic index and glycaemic load. Carbohydrate metabolism: glycolysis, gluconeogenesis. Introduction to diabetes mellitus.

2. Diabetes mellitus: aetiology, epidemiology, classification, diagnosis and clinical presentation. The role of insulin and glucagon. Prediabetes, type 1 diabetes mellitus, type 2 diabetes mellitus and other types of diabetes. Acute and chronic complications.

3. Diabetes Mellitus: Pharmacological and non-pharmacological treatment of diabetes. Nutritional management and the importance of physical exercise.

4. Diabetes at different stages of life: pathophysiology, epidemiology, diagnosis, clinical presentation, complications and therapeutic management. Gestational diabetes. Diabetes mellitus and pregnancy. Diabetes and breastfeeding. Childhood diabetes. Diabetes in adolescence.

TEACHING UNIT VI: METABOLISM

1. Lipid metabolism: basic concepts and classification. Lipid disorders: pathophysiology, epidemiology, diagnosis, clinical presentation, complications and therapeutic approach. Hyperlipidaemia, atherosclerosis. Nutrition and exercise in lipid disorders.

2. Purine and pyrimidine metabolism. Disorders of purine and pyrimidine metabolism: pathophysiology, epidemiology, diagnosis, clinical presentation, complications and therapeutic approach. Hyperuricaemia, hypouricaemia, gout. Nutrition in metabolic disorders.

UNIT VII: ENDOCRINOLOGY AND NUTRITION

1. Obesity: pathophysiology, epidemiology, diagnosis, clinical presentation, complications and therapeutic approach.

2. Eating disorders: anorexia nervosa, bulimia nervosa, binge-eating disorder. Assessment of eating disorders: predisposing factors. Nutritional management of eating disorders. Other eating disorders.

Learning activities

 Weekly synchronous online lectures scheduled by the lecturer. Although the lectures are recorded and can be viewed asynchronously, attendance is recommended as these are interactive and participatory sessions that will help you understand and apply the concepts covered in the course/module.

 Weekly synchronous online seminar sessions scheduled by the lecturer.

 Online academic consultations on dates scheduled by the course lecturers.

 Exercises, activities, readings and reference materials set as part of the course.

 Submission of compulsory assignments for the course: infographic and educational project.

 Participation in the forums set up in the virtual classroom.

 Personal and consistent study throughout the course.

 Face-to-face assessment

Assessment system and criteria

In the course’s virtual classroom, you will be able to view details of the activities you are required to complete, as well as the submission dates, assessment criteria and marking schemes for each one.

Your final mark will be based on the following assessment system:

o In-person assessment in the standard and resit sessions: 70%.

 The exam consists of 60 multiple-choice questions with four answer options, each with a single correct answer and a penalty for incorrect answers (for every three incorrect answers, one correct answer is deducted).

 The maximum time allowed for the exam is 60 minutes.

 The pass mark is set at 5.

o Continuous assessment (submission of compulsory assignments): 30%.

 Submission of an infographic (10%)

 Submission and presentation of a health education project (20%)

In both the ordinary and supplementary examination sessions, the weighting of 70% for the exam and 30% for assignments and tasks to determine the final mark WILL ONLY BE APPLIED IF THE FINAL EXAM MARK IS ≥ 5 AND ALL COMPULSORY ASSIGNMENTS HAVE BEEN SUBMITTED.

In the event of assignments being submitted after the deadline, a 50% penalty will be applied to the mark for each one.

Bibliography

Essential:

1. Gómez Saez, José Manuel

An Update on Neuroendocrinology. /

Elsevier, 2014.

ISBN: 9788490225387

2. Greenstein, Ben

Endocrinology:

Editorial Médica Panamericana, 2016.

ISBN: 9788479033941

3. Jara Albarrán, Antonino

Endocrinology

: Panamericana. 2003.

ISBN: 8479035358

Objectives

To acquire a basic understanding of pharmacology.

To provide students with a sound grounding in pharmacology, enabling them to carry out their professional duties with confidence through the rational, safe and effective use of medicines.

To assess the basic aspects of pharmacokinetics and how these may be affected by the combined administration of medicines and nutrients.

To enable students to understand the mechanism of action and therapeutic indications of medicines, as well as their adverse reactions and side effects

Prerequisites

Knowledge of Biology, Biochemistry and Physiology

Competencies

Core competences:

CB1 Students have demonstrated that they possess and understand knowledge in a field of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 Students are able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy

General competences

CG1 Recognise the essential elements of the dietitian-nutritionist profession, including ethical principles, legal responsibilities and the practice of the profession, applying the principle of social justice to professional practice and carrying it out with respect for individuals, their habits, beliefs and cultures.

CG2 To practise the profession with respect for other health professionals, acquiring teamwork skills.

CG3 Recognise the need to maintain and update professional competence, placing particular emphasis on the autonomous and continuous acquisition of new knowledge, products and techniques in nutrition and dietetics, as well as a commitment to quality

CG4 Understand the boundaries of the profession and its scope of practice, identifying when interdisciplinary treatment or referral to another professional is necessary.

CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, and be able to use information and communication technologies, particularly those related to nutrition and lifestyle.

CG6 Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, diet, lifestyles and health issues.

CG7 Be able to draw up reports and complete records relating to the professional practice of the Dietitian-Nutritionist

CG10 Compile, interpret and manage food composition tables and databases

CG12 Understand nutrients, their function in the body, their bioavailability, requirements and recommendations, and the principles of energy and nutritional balance

CG13 Integrate and evaluate the relationship between diet and nutrition in both healthy individuals and those with medical conditions.

CG14 Apply scientific knowledge of physiology, pathophysiology, nutrition and diet to dietary planning and advice for individuals and groups throughout the life course, whether healthy or unwell.

CG15 Design and implement protocols for assessing nutritional status, identifying nutritional risk factors.

CG16 Interpret nutritional diagnoses, assess the nutritional aspects of a clinical history and draw up a dietary action plan.

CG17 Understand the structure of food services and hospital food and nutrition units, identifying and developing the roles of the Dietitian-Nutritionist within the multidisciplinary team.

CG18 Contribute to the organisation, management and implementation of the various forms of hospital feeding and nutritional support, as well as outpatient dietary and nutritional treatment

CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information for problem-solving in accordance with the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition.

Specific competences

CE37 Compile and interpret a dietary history in healthy and sick individuals. Interpret a clinical history. Understand and use the terminology employed in health sciences.

CE38 Interpret and integrate clinical, biochemical and pharmacological data into the nutritional assessment of the patient and their dietary and nutritional treatment

CE42 Participate as part of the multidisciplinary team in a Hospital Nutrition Unit.

CE43 Be familiar with the various techniques and products used in basic and advanced nutritional support

CE46 Understand clinical pharmacology and the interaction between drugs and nutrients

CE47 Be able to use the basic ICT tools employed in the field of Food, Nutrition and Dietetics

Learning outcomes

Assess the various dietary treatments and their potential incompatibilities, specifically those related to food-drug interactions.

Provide advice on pharmacological treatment for conditions related to Food and Nutrition.

Undertake examinations demonstrating the acquisition of skills and knowledge

Course content

• TOPIC 1: HISTORY OF PHARMACOLOGY. EVOLUTION THROUGH THE AGES TO THE PRESENT DAY; DEFINITIONS OF PHARMACOLOGY, MEDICINE, DRUG, PHARMACOKINETICS, DIFFERENT BRANCHES OF PHARMACOLOGY; CLINICAL TRIALS. TYPES AND CHARACTERISTICS. EVALUATION OF THESE

• TOPIC 2 PHARMACOKINETICS. DEFINITION OF THE LADME SERIES. DELIVERY METHODS. CHARACTERISTICS OF DELIVERY DEVICES.

• TOPIC 3 ABSORPTION, CHARACTERISTICS OF ABSORPTION. BIOAVAILABILITY CURVES. DEFINITIONS AND CHARACTERISTICS

• TOPIC 4 DISTRIBUTION, CHARACTERISTICS AND EXAMPLES

• TOPIC 5 DRUG METABOLISATION. DRUG EXCREITION

• TOPIC 6 PHARMACODYNAMICS. TISSUE DISTRIBUTION. APPARENT VOLUME OF DISTRIBUTION

• TOPIC 7 PHARMACODYNAMICS. DOSE-RESPONSE CURVES. CASE STUDIES

• TOPIC 8: THE AUTONOMIC NERVOUS SYSTEM: DEFINITION, CHARACTERISTICS, CHOLINERGIC AGONISTS, MECHANISMS OF ACTION AND CHARACTERISTICS OF SYMPATHOMIMETIC DRUGS; CHOLINERGIC ANTAGONISTS: MECHANISMS OF ACTION AND CHARACTERISTICS OF SYMPATHOLYTIC DRUGS

• TOPIC 9 ADRENERGIC AGONISTS: MECHANISMS OF ACTION AND CHARACTERISTICS OF PARASYMPATHOMIMETIC DRUGS. ADRENERGIC ANTAGONISTS: MECHANISMS OF ACTION AND CHARACTERISTICS OF PARASYMPATHOLYTIC DRUGS

• TOPIC 9 ADRENERGIC NERVOUS SYSTEM DRUGS

• TOPIC 10 Non-steroidal anti-inflammatory drugs (NSAIDs). Study of the different groups. DIFFERENT TYPES OF DRUGS AND MECHANISMS OF ACTION

• TOPIC 11 OPIATES. TYPES, DRUGS OF ABUSE, ANALYSIS OF THE CURRENT CRISIS

• TOPIC 12 GLUCOCORTICOID DRUGS. DIFFERENT THERAPEUTIC INDICATIONS AND ISSUES RELATED TO DOPING AND ABUSE

• TOPIC 13 ANTI-ULCER DRUGS IN NUTRITION

• TOPIC 14 HYPERTENSION. DRUGS FOR THE TREATMENT OF HYPERTENSION (HTA). ACE Inhibitors. Angiotensin-Converting Enzyme (ACE) Inhibitors. ARB. Angiotensin Receptor Blockers. Calcium Channel Blockers

• TOPIC 15 DRUGS FOR THE TREATMENT OF HEART FAILURE (HF)

• TOPIC 16 NEW BIOLOGICAL DRUGS. THE FUTURE OF PHARMACOLOGY. ADVANCES IN DIABETES AND WEIGHT-LOSS DRUGS

Training activities

 Weekly synchronous online lectures on Mondays at 8.00 pm. Although the lectures are recorded and can be viewed at your own pace, attendance is recommended as these are interactive and participatory sessions that will help you understand and apply the concepts covered in the course/module.

 Weekly synchronous online seminar sessions on Mondays at 8.00 pm, scheduled by the lecturer.

 Assignments or practical case studies via the virtual classroom

 Online academic consultations on dates scheduled by the course lecturers

 Exercises, activities, readings and reference materials provided as part of the course.

 Participation in the forums set up in the virtual classroom

 In addition to the theoretical work and related exercises, attendance at in-person laboratory practicals is compulsory

 In-person assessment

Assessment system and criteria

In the course’s virtual classroom, you will be able to view in detail the activities you are required to complete, as well as the submission dates, assessment criteria and marking schemes for each one.

Your final mark will be based on the following assessment system

To pass this module, you must:

1. Have completed and submitted the coursework for the module. Achieve a minimum mark of 5 out of 10.

2. Achieve a mark of 5 out of 10 or higher in the final exam.

3. Achieve a mark of 5 out of 10 or higher in the practicals.

4. Achieve a mark of 5 out of 10 or higher by adding together the percentages set out below:

PERCENTAGES APPLIED TO THE FINAL MARK

• Face-to-face final exam (lecture-based): 70% of the final mark.

• Practical sessions: 10% of the final mark. Practical sessions are COMPULSORY. Students must complete ALL practical sessions and the associated activities. Practical sessions are ESSENTIAL for passing the module.

• Course work sessions: 20 per cent of the final mark, divided as follows:

- Compulsory assignment: 10 per cent of the mark. An assignment on a set topic relating to pharmacology applied to nutrition, which must be submitted via the virtual campus.

- The remaining 10% corresponds to the completion of the activities set during the seminar sessions.

EXAMINATION DETAILS FOR THE REGULAR EXAMINATION SESSION. Final examination in which students will sit a comprehensive multiple-choice test comprising 40 questions covering all the teaching units included in the course, as well as the content of the work sessions/seminars.

SUPPLEMENTARY EXAMINATION SESSION. Students will sit a comprehensive multiple-choice exam comprising 40 questions covering all the teaching units included in the course, as well as the content of the workshop/seminar sessions.

Bibliography

Essential:

1. Fatima Vega Romero, María Aránzazu Sánchez Calabuig

Pharmacology Handbook

BDS Librería editorial. 2013.

ISBN: 9788495277350

2. Jesús Flórez

Human Pharmacology, 6th edition

5th ed. Elsevier. 2013.

ISBN: 9788445818619

3. Lorenzo / Moreno / Leza / Lizasoain / Moro

Velázquez. Basic and Clinical Pharmacology. 18th edition (Includes website)

Editorial Médica Panamericana. 2008.

ISBN: 9788498351682

4. Mestres / Durán

Pharmacology in Nutrition, 1st ed.

Editorial Médica Panamericana. 2011.

ISBN: 9788498353327

Objectives

• To understand the main characteristics of bacteria, viruses, fungi, parasites and prions.

• To identify the microorganisms and parasites that are transmitted through the consumption of contaminated water and food, causing infections and food poisoning.

• To understand the beneficial effects of certain microorganisms in food

• To be able to carry out basic techniques for the cultivation and identification of microorganisms in a microbiology laboratory.

Prerequisites

Knowledge of Biology and Biochemistry

Competencies

Core competences:

CB1 Students have demonstrated that they possess and understand knowledge in an area of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 Students are able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

General competences

CG2 To practise the profession with respect for other health professionals, acquiring teamwork skills.

CG3 Recognise the need to maintain and update professional competence, placing particular emphasis on the autonomous and continuous acquisition of new knowledge, products and techniques in nutrition and dietetics, as well as a commitment to quality

CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, whilst being able to use information and communication technologies, particularly those related to nutrition and lifestyle.

CG6 Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, food, lifestyles and health issues.

CG8 Identify and classify foods and food products. Be able to analyse and determine their composition, properties, nutritional value, the bioavailability of their nutrients, organoleptic characteristics and the changes they undergo as a result of technological and culinary processes.

CG12 Understand nutrients, their function in the body, their bioavailability, dietary requirements and recommendations, and the principles of energy and nutritional balance

CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information to solve problems using the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition.

Specific competences

CE18 Understand the microbiology, parasitology and toxicology of food.

Learning outcomes

Understand the human microbiota and its importance in nutrition

Understand the mechanisms of transmission of infectious diseases

Understand the main groups of antibiotics used to treat infectious diseases

Understand food microbiology.

To understand the main pathogenic microorganisms associated with foodborne infections and food poisoning

To understand microbiological control of food.

Demonstrate knowledge of foodborne diseases of biological origin.

Understand the microbiological processes applied in food technology

Understand the life cycles of the main parasites of human concern

To be familiar with the transmission mechanisms of the main parasites that cause parasitic diseases

Understand food parasitology.

Demonstrate knowledge of the application of parasitology to food science

Course content

BLOCK 1: Introduction to Microbiology. Bacteriology

• TOPIC 1: Introduction to microbiology. General bacteriology

• TOPIC 2: Bacterial structure: Essential components

• TOPIC 3: Bacterial structure: Facultative components

• TOPIC 4: Bacterial metabolism and growth

• TOPIC 5: Determinants of pathogenicity

• TOPIC 6: Microbiota or normal flora

BLOCK 2: Foodborne Bacterial Diseases and Food Poisoning I

• TOPIC 7: Introduction to foodborne bacterial infections

• TOPIC 8: Foodborne infections caused by Enterobacteria

BLOCK 3: Foodborne Bacterial Diseases and Food Poisoning II

• TOPIC 9: Foodborne infections caused by Gram-negative bacilli other than Enterobacteria

• TOPIC 10: Foodborne infections caused by Gram-positive bacilli. Food poisoning.

BLOCK 4: Food-borne Viruses, Prions and Fungi

• TOPIC 11: Viruses

• TOPIC 12: Prions

• TOPIC 13: Fungi

BLOCK 5: Food Parasitology

• TOPIC 14: Parasitology: general aspects. Protozoa

• TOPIC 15: Helminths

BLOCK 6: Beneficial Microorganisms in Food

• Topic 16: Types of food spoilage.

• Topic 17: Microorganisms in food: meat, fish, fruit and vegetables.

• Topic 18: Microorganisms in fermented products.

Training activities

 Weekly synchronous online lectures scheduled by the lecturer. Although the lectures are recorded and can be viewed asynchronously, attendance is recommended as these are interactive and participatory sessions that will help you understand and apply the course concepts.

 Weekly synchronous online seminar sessions scheduled by the lecturer, during which topics related to the course will be discussed.

 Assignments or practical case studies via the virtual classroom.

 Online academic consultations on dates scheduled by the course lecturers.

 Exercises, activities, readings and reference materials set as part of the course.

 Face-to-face laboratory practicals at the Villanueva de la Cañada campus.

 Self-assessment tests

 Face-to-face assessment

Assessment system and criteria

In the course’s virtual classroom, you will be able to view in detail the activities you are required to complete, as well as the submission dates, assessment criteria and marking schemes for each one.

Your final mark will be based on the following assessment system:

 You must have attended and completed all the laboratory practicals (in-person).

 Completion and submission of all seminar exercises/activities.

 Achieving a mark of 5 or above in the final exam.

 Achieving a mark of 5 or above in the seminar component.

 Achieving a mark of 5 or above, calculated by adding together the percentages set out below:

 In-person final exam (lecture-based): 60% of the final mark. If a mark lower than 5 is obtained, the student must sit the exam in the supplementary sitting.

 Theoretical examination on practical work: 15 per cent of the final mark.

 Seminars: 20 per cent of the final mark.

 20-question test as part of continuous assessment: 5% of the final mark

Bibliography

Core:

1. Casp Banaclocha, A.

Technology of Plant-Based Foods: Cereal Processing, Bread-Making, Pastry and Biscuit-Making, Wine, Beer, Fermented Products, Sugar, Chocolate (Vol. 2)

Editorial Síntesis. 2014.

ISBN: 9788499588346

2. Hernández Urzúa, M. A.

Food Microbiology: Fundamentals and Applications in Health Sciences

Panamericana. 2016.

ISBN: 9786079356842

3. Jay J. M., Loessner M.J.,

Food Microbiology. 5th Edition.

Acribia. 2005.

ISBN: 9788420011257

4. Martín A., Béjar V., Gutiérrez J.C., Llagostera M., Quesada E.

Essential Microbiology.

Panamericana. 2019.

ISBN: 9788498357868

5. Murray, Patrick R.

Medical Microbiology/

Elsevier, 2017.

ISBN: 9788491130765

6. Ordoñez J.A. et al.

Technology of Animal-Derived Foods: Fundamentals of Food Chemistry and Microbiology (Volume 1).

Editorial Síntesis. 2014.

ISBN: 9788477385752

7. Prats, Guillem

Medical Microbiology and Parasitology

Buenos Aires: Editorial Medica Panamericana, 2012. 2012.

ISBN: 9788498354294

8. Snyder, L.,

Molecular Genetics of Bacteria. 4th ed.

ASM PRESS. 2013.

ISBN: 9781555816278

9. Tortora G.J.

Introduction to Microbiology. 12th edition.

Panamericana. 2017.

ISBN: 9789500695404

10. Walstra P., Geurts T.J., Noomen A., Jellema A.,

Milk Science and Dairy Product Technology.

Acribia. 2001.

ISBN: 9788420009612

11. Winn W.C., Allen S.D., Janda W.M., Koneman E.W., Procop G.W., Schhreckenberger P.C.,

Koneman: Microbiological Diagnosis. 6th Edition.

Panamericana. 2008.

ISBN: 9789500608954

Supplementary:

12.- Madrid A.

Food Engineering and Production. 1st edition.

AMV Ediciones. 2016.

ISBN: 9788494439841

13.- Tannock G.W.

Probiotics: A Critical Review

Horizon Scientific Press. 1999.

ISBN: 9781898486152

Links

WHO – WHO Food Safety

IFST Institute of Food Science and Technology – UK Food Safety Observatory

CNTA – National Centre for Food Safety and Technology.

AESAN – Spanish Agency for Food Safety and Nutrition

EUR-Lex – To consult European legislation

MICROBIOLOGICAL STANDARDS FOR FOOD – All microbiological parameters by food type

CECT – Spanish Collection of Type Cultures

NCBI – Search for scientific publications

ELSEVIER – Scientific publications

COMBASE – The ComBase browser allows you to search through thousands of microbial growth and survival curves collected from research centres and publications

ScienceDirect – Scientific publications

Citation guidelines – Guidelines for citing undergraduate dissertations and doctoral theses.

Objectives

• To understand the basic concepts of nutrition and dietetics.

• To describe the various factors that influence an individual’s food consumption.

• To identify the characteristics of a healthy diet.

• To analyse patterns of food consumption and alternative diets.

• To understand and use food composition tables and computer programmes for dietary assessment

• Carry out nutritional status assessments and calculate dietary requirements for different population groups

• Describe and understand anthropometric studies of healthy populations

• Develop skills in calculating diets using the food exchange system

• Carry out nutritional assessments and dietary planning for different population groups and different physiological states.

• Study and practise the design and adaptation of diets based on current dietary recommendations for healthy populations.

Prerequisites

Basic knowledge of nutrition and food science

Competencies

Core competences

CB1 Students have demonstrated that they possess and understand knowledge in an area of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 Students are able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

General competences

CG1 Recognise the essential elements of the dietitian-nutritionist profession, including ethical principles, legal responsibilities and the practice of the profession, applying the principle of social justice to professional practice and carrying it out with respect for individuals, their habits, beliefs and cultures.

CG2 To practise the profession with respect for other health professionals, acquiring teamwork skills.

CG3 Recognise the need to maintain and update professional competence, placing particular emphasis on the autonomous and continuous acquisition of new knowledge, products and techniques in nutrition and dietetics, as well as a commitment to quality

CG4 Understand the boundaries of the profession and its scope of practice, identifying when interdisciplinary treatment or referral to another professional is necessary.

CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, and be able to use information and communication technologies, particularly those related to nutrition and lifestyle.

CG6 Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, diet, lifestyles and health issues.

CG7 Be able to draw up reports and complete records relating to the professional practice of the Dietitian-Nutritionist

CG10 Compile, interpret and manage food composition tables and databases.

CG12 Understand nutrients, their function in the body, their bioavailability, requirements and recommendations, and the principles of energy and nutritional balance

CG18 To be involved in the organisation, management and implementation of the various forms of hospital feeding and nutritional support, as well as outpatient dietary and nutritional treatment

CG20 Understand and contribute to the design, conduct and validation of nutritional epidemiological studies, as well as participate in the planning, analysis and evaluation of dietary and nutritional intervention programmes in various settings

Specific competences

CE28 Apply food and nutrition sciences to dietary practice.

CE30 Assess and calculate nutritional requirements in both healthy and diseased states at any stage of the life cycle.

CE31 Identify the principles of a healthy diet (sufficient, balanced, varied and tailored).

CE32 Participate in the design of total diet studies.

CE33 Recognise, detect at an early stage and assess quantitative and qualitative deviations from nutritional balance, whether due to excess or deficiency.

CE34 Plan, carry out and interpret the assessment of the nutritional status of individuals and/or groups, both healthy (in all physiological situations) and unwell.

CE36 Identify patients’ dietary and nutritional problems, as well as risk factors and inappropriate practices.

CE37 Compile and interpret a dietary history in healthy and unwell individuals. Interpret a clinical history. Understand and use the terminology employed in health sciences.

CE38 Interpret and integrate clinical, biochemical and pharmacological data into the nutritional assessment of the patient and into their dietary and nutritional treatment

CE40 Plan, implement and evaluate therapeutic diets for individuals and/or groups

CE42 Participate in the multidisciplinary team of a Hospital Nutrition Unit

CE44 Develop and implement dietary and nutritional transition plans

CE45 Plan and deliver dietary and nutritional education programmes for healthy and sick individuals

CE47 Use the basic ICT tools employed in the field of Food, Nutrition and Dietetics

CE48 Understand the legal and ethical boundaries of dietetic practice.

CE49 Prescribe specific treatment within the dietitian-nutritionist’s scope of practice

CE50 Be able to justify the scientific principles underpinning the dietitian-nutritionist’s intervention, basing their professional practice on scientific evidence

Learning outcomes

Apply the basic techniques used in the field of Dietetics.

Interpret food composition tables and databases for the preparation of diets.

Compile personal dietary histories and carry out nutritional status assessments.

Provide dietary and nutritional advice for the implementation of diets for healthy or unwell individuals or groups.

Design diets using existing computer software.

Design dietary and nutritional intervention strategies for healthy and unwell individuals.

Undertake assessments to demonstrate the acquisition of skills and knowledge

Course content description

COURSE SYLLABUS

Topic 1. Fundamentals of nutrition and dietetics

Topic 2. Dietetics and factors influencing eating behaviour

Topic 3. Methods of dietary assessment

Topic 4. Healthy Diet

Topic 5. Diet design and planning

Topic 6. Dietary recommendations I

Topic 7. Dietary recommendations II

Topic 8. Evidence-based dietetics I

Topic 9. Evidence-Based Dietetics II

Topic 10. Diet in Physiological Life Situations I

Topic 11. Diet in Physiological Life Situations II

Topic 12. The Mediterranean diet and multiculturalism

Topic 13. Family and Community Nutrition: Guidelines for developing group diets I

Topic 14. Family and Institutional Nutrition: Guidelines for Developing Diets for Groups II

Seminars

SM1: Assessment of nutritional status

SM2: Dietary Surveys

SM3: Dietary assessment methods I

SM4: Dietary Assessment Methods II

SM5: Calculation of Nutritional Requirements I

SM6: Calculation of requirements II

SM7: Recommended intakes, tables and diet plans I

SM8: Recommended Intakes, Tables and Diet Plans II

SM9: Exchange Diets I: Definition and Method

SM10: Exchange-based diets II: childhood

SM11: Exchange Diets III: Adolescence

SM12: Anthropometric assessment and body composition

SM13: Catering for groups I

SM 14: Catering for Groups II

SM15: Catering for Groups III

Learning activities

 Weekly synchronous online lectures scheduled by the lecturer. Although the lectures are recorded and can be viewed asynchronously, attendance is recommended as these are interactive and participatory sessions that will help you understand and apply the concepts covered in the course/module.

 Synchronous online seminar sessions scheduled by the lecturer.

 Online academic consultations on dates scheduled by the course lecturers

 Assignments or practical case studies via the virtual classroom

 Exercises, activities, readings and reference materials provided as part of the course.

 Participation in the forums set up in the virtual classroom

Assessment system and criteria

The module consists of a theoretical and a practical component, which will be assessed as follows:

Final exam (standard sitting): 80% based on content from the MG and SM classes.

Continuous assessment: 20% seminar activities/critical reading.

REGULAR EXAM SESSION

All students must sit the regular examination on the date and at the time specified for this purpose.

To pass this module, students must:

1. Complete and submit all the set exercises and seminar activities

2. Achieve a mark of 5 or above in the final exam

3. Achieve a mark of 5 or above in the seminar component

4. Achieve a mark of 5 or above by adding together the percentages set out below:

• In-person final exam (80% of the final mark): covering the content of the lectures and seminars. If a mark below 5 is obtained, students must sit the exam during the resit period.

• Seminars (20% of the final mark): submission of assignments via the virtual campus and discussion of one critical reading to be set during the term

Details of the regular examination

Final exam: 30 multiple-choice questions from the lecture-based classes and 1 practical case study from the seminar section, which will be worth double the marks of the questions from the lecture-based section. That is: 1 question from the MG classes (worth 0.33 marks), 1 practical case study (worth 0.66 marks), with a maximum mark of 10 marks.

Date and time: the date and time of this sitting will be announced by the Dean’s Office of Alfonso X El Sabio University. In addition, the lecturer will post a notice on the course’s campus noticeboard.

Final mark: this will be calculated as 80 per cent of the mark obtained in the final exam plus 20 per cent of the mark obtained in the continuous assessment (activities). The minimum pass mark is 5 (five) to be considered to have passed the ordinary assessment.

Mark below 5 (five): Students who do not achieve the minimum pass mark of 5 (five) must sit the supplementary assessment.

SUPPLEMENTARY EXAM

Students who do not achieve the minimum pass mark of 5 (five) must sit the supplementary examination.

Details of the supplementary examination

Exam: 30 multiple-choice questions from the MG classes and 1 practical case study from the SM section, which will be worth double the marks of the questions from the MG classes. That is: 1 question from the MG classes (worth 0.33 marks), 1 practical case study (worth 0.66 marks), with a maximum mark of 10 marks.

Date and time: the date and time of this sitting will be announced by the Dean’s Office of Alfonso X El Sabio University. In addition, the lecturer will issue a notice on the course’s campus platform.

Final mark: this will be calculated as 80 per cent of the mark obtained in the resit examination and 20 per cent of the mark obtained in the continuous assessment. The minimum pass mark is 5 (five) to be considered to have passed the resit.

Mark below 5 (five): Students who do not achieve the minimum pass mark of 5 (five) must retake the module.

Bibliography

Core:

1. Entrala Bueno, Alfredo

Manual of Dietetics

Grupo Aula Médica. 1994.

ISBN: 8478850481

2. Gil Hernández, A.

Treatise on Nutrition

4th ed. Panamericana. 2024.

ISBN: 9788411061612

3. Javier Aranceta

Community Nutrition

Elsevier España, S.L.U. 2023.

ISBN: 9788413823836

4. Jordi Salas-Salvadó

Nutrition and Clinical Dietetics

Elsevier. 2025.

ISBN: 9788413827292

5. Martínez, J. Alfredo

Theoretical and Practical Foundations of Nutrition and Dietetics

McGraw Hill. 1998.

ISBN: 8448602072

Links

Spanish Food Code - Spanish Food Code

ANIBES Study - ANIBES Study

Guide to Healthy Eating for Primary Care and Community Settings - Guide to Healthy Eating for Primary Care and Community Settings Ciudadanos’ SENC-Planeta: Madrid, Spain, 2018.

Dietary Principles for Food and Nutrition in Care Homes for the Elderly and Care Centres for People with Intellectual Disabilities. - Dietary Principles for Food and Nutrition in Care Homes for the Elderly and Care Centres for People with Intellectual Disabilities.

Objectives

This is a compulsory 6-credit module taught during the first semester of the academic year.

In this module, we will study the mechanisms by which various diseases arise in humans, the molecular changes that alter the body’s functioning and lead to the expression of observable (signs) and non-observable characteristics (symptoms) that constitute the clinical picture, which in turn leads to the interpretation required to reach a diagnosis. This knowledge aims to enable us to address the underlying causes, mitigate the consequences of disorders or limit the damage caused.

Objectives

1. To understand the pathophysiological mechanisms affecting the various organs, systems and apparatuses when they are subjected to alterations caused by the different agents responsible for these disorders.

2. To describe the most common disorders, their names, pathophysiological basis, and the symptoms and signs associated with each disorder throughout its various stages of presentation and progression.

3. To determine the use and meaning of the terms used to designate the various pathologies.

Prerequisites

Prior knowledge of Biology, Biochemistry, Anatomy and Physiology

Competencies

Core competences:

CB1 Students have demonstrated that they possess and understand knowledge in a field of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 Students are able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

General competences

CG1 Recognise the essential elements of the dietitian-nutritionist profession, including ethical principles, legal responsibilities and the practice of the profession, applying the principle of social justice to professional practice and carrying it out with respect for people, their habits, beliefs and cultures.

CG2 To practise the profession with respect for other health professionals, acquiring teamwork skills.

CG3 Recognise the need to maintain and update professional competence, placing particular emphasis on the autonomous and continuous acquisition of new knowledge, products and techniques in nutrition and dietetics, as well as a commitment to quality

CG4 Understand the boundaries of the profession and its scope of practice, identifying when interdisciplinary treatment or referral to another professional is necessary.

CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, and be able to use information and communication technologies, particularly those related to nutrition and lifestyle.

CG6 Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, diet, lifestyles and health issues.

CG7 Be able to draw up reports and complete records relating to the professional practice of the Dietitian-Nutritionist

CG10 Compile, interpret and manage food composition tables and databases.

CG12 Understand nutrients, their function in the body, their bioavailability, requirements and recommendations, and the principles of energy and nutritional balance

CG13 Integrate and evaluate the relationship between diet and nutrition in both healthy individuals and those with medical conditions.

CG14 Apply scientific knowledge of physiology, pathophysiology, nutrition and diet to dietary planning and advice for individuals and groups throughout the life cycle, whether healthy or unwell.

CG15 Design and implement protocols for assessing nutritional status, identifying nutritional risk factors.

CG16 Interpret nutritional diagnoses, assess the nutritional aspects of a clinical history and draw up a dietary action plan.

CG17 Understand the structure of food services and hospital food and nutrition units, identifying and developing the roles of the Dietitian-Nutritionist within the multidisciplinary team.

CG18 Contribute to the organisation, management and implementation of the various forms of hospital feeding and nutritional support, as well as outpatient dietary and nutritional treatment

CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information for problem-solving in accordance with the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition

Specific competences

CE35 Understand the pathophysiological aspects of nutrition-related diseases

CE37 Compile and interpret a dietary history in healthy and sick individuals. Interpret a clinical history. Understand and use the terminology employed in health sciences.

CE38 Interpret and integrate clinical, biochemical and pharmacological data into the nutritional assessment of the patient and their dietary and nutritional treatment.

CE39 Apply the principles of clinical nutrition to diet therapy

CE42 Participate as part of the multidisciplinary team in a Hospital Nutrition Unit.

CE43 Be familiar with the various techniques and products used in basic and advanced nutritional support.

CE47 Use the basic ICT tools employed in the field of Food, Nutrition and Dietetics

Learning outcomes

Distinguish between the concepts of health and disease.

Recognise the various pathophysiological processes that take place in the body and their influence on nutritional status.

Assess the effects of various pathologies on the nutritional status of individuals and/or groups, particularly those arising from endocrine disorders.

Identify the hereditary aspects of nutrition-related diseases.

Gather information on functional disturbances in the body’s various systems, as well as on the aetiopathogenic mechanisms involved in these disturbances and the symptoms of each disease.

Identify the nutritional implications of various medical conditions.

Undertake assessments to demonstrate the acquisition of skills and knowledge

Description of the content

TEACHING UNIT I

• Topic 1. Introduction to Pathophysiology

• Topic 2. Cell damage and cell death

• Topic 3. Non-specific reactions: inflammation, fever, pain, oedema

TEACHING UNIT II. Pathophysiology of the Blood

• Topic 4. Disorders of the erythrocytes. Anaemias. Polyglobulia, polycythaemia and erythrocytosis.

• Topic 5. Disorders of the Leukocytes. Quantitative Leukocyte Abnormalities. Proliferative Leukocyte Abnormalities.

• Topic 6. Haemostatic disorders. Primary haemostatic disorders. Secondary haemostatic disorders.

TEACHING UNIT III. Pathophysiology of the Cardiovascular System

Topic 7. Disorders of the heart. Heart failure. Cardiac arrhythmias.

Valvular heart disease. Infective endocarditis. Ischaemic heart disease.

• Topic 8. Atherosclerosis. Definition, pathophysiology and types of atherosclerosis.

TEACHING UNIT IV. Pathophysiology of the Respiratory System.

• Topic 9. Ventilation disorders. Ventilatory failure. Respiratory failure.

• Topic 10. Obstructive and restrictive disorders. Chronic obstructive pulmonary disease: chronic bronchitis and emphysema. Bronchial asthma.

• Topic 11. Respiratory infections. Pneumonia. Pulmonary tuberculosis.

TEACHING UNIT V. Pathophysiology of the Urinary System.

• Topic 12. Acute and chronic renal failure

• Topic 13. Glomerulonephritis.

• Topic 14. Urinary tract infections.

• Topic 15. Kidney stones

• Topic 16. Kidney cancer and prostate cancer.

TEACHING UNIT VI. Pathophysiology of the Digestive System.

• Topic 17. Diseases of the oesophagus. Gastro-oesophageal reflux disease. Oesophagitis

• Topic 18. Diseases of the Stomach. Gastritis. Peptic ulcer disease. Upper gastrointestinal haemorrhage.

• Topic 19. Diseases of the small intestine. Maldigestion/malabsorption syndrome. Coeliac disease.

• Topic 20. Inflammatory bowel disease. Diseases of the colon. Diverticular disease of the colon.

Irritable bowel syndrome. Lower gastrointestinal haemorrhage. Colorectal cancer

Training activities

 Weekly synchronous online lectures scheduled by the lecturer. Although the lectures are recorded and can be viewed asynchronously, attendance is recommended as these are interactive and participatory sessions that will help you understand and apply the concepts covered in the course/module.

 Synchronous online seminar sessions scheduled by the lecturer.

 Online academic consultations on dates scheduled by the course lecturers

 Assignments or practical case studies via the virtual classroom

 Exercises, activities, readings and reference materials provided as part of the course.

 Participation in the forums set up in the virtual classroom

Assessment system and criteria

REGULAR EXAM SESSION

To pass this module, students must:

1. Achieve a mark of 5 or above in the final exam.

2. Achieve a mark of 5 or above by adding together the percentages set out below:

• Face-to-face final exam (lecture-based): 70 per cent of the final mark. If a mark lower than 5 is obtained, students must sit the exam during the supplementary examination period.

• Coursework: 30 per cent of the final mark.

✓ Submission and presentation via the online learning platform of an assignment on a case study.

✓ Submission deadline: 10 May

✓ If the assignment is not submitted by the specified date, it cannot be presented.

CHARACTERISTICS OF THE REGULAR SESSION EXAMS

Regular examination: 40 multiple-choice questions with 4 answer options (only one correct answer). Each incorrect answer results in a deduction of 0.33.

The pass mark is set at 5.

CHARACTERISTICS OF THE EXAMINATIONS IN THE SUPPLEMENTARY SESSION

Extraordinary session exam: 40 multiple-choice questions with 4 answer options (only one correct answer). Each incorrect answer results in a deduction of 0.33.

The pass mark is set at 5.

Bibliography

Essential:

1. Pastrana Delgado, Juan

Basic Pathophysiology and General Pathology for Health Sciences. 

Elsevier. 2023.

ISBN: 978-84-1382-1

2. Robbins and Cotran.

Structural and Functional Pathology

Elsevier. 2021.

ISBN: 978-0-323-531

Objectives

This module aims to provide students with an overview of the food industry. It will begin by discussing the properties of food and analysing its quality characteristics. It will cover pre-processing operations, the preparation of raw materials, the extraction and separation of food components, and other processing operations. Students will learn about minimal processing methods that preserve the nutritional properties of food, as well as traditional processing methods such as heat treatment using water or steam, hot-air frying, and food processing through refrigeration, freezing and freeze-drying. The course will also cover the packaging, storage and transport of food, aiming to incorporate the most up-to-date methods and processes.

Prerequisites

Knowledge of chemistry, food science and food composition

Competencies

Core competences

CB1 Students have demonstrated that they possess and understand knowledge in an area of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 Students are able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

General competences

CG2 To practise the profession with respect for other health professionals, acquiring teamwork skills.

CG3 Recognise the need to maintain and update professional competence, placing particular emphasis on the autonomous and continuous acquisition of new knowledge, products and techniques in nutrition and food, as well as a commitment to quality

CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, whilst being able to use information and communication technologies, particularly those related to nutrition and lifestyle.

CG6 Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, food, lifestyles and health issues

CG8 Identify and classify foods and food products. Be able to analyse and determine their composition, properties, nutritional value, the bioavailability of their nutrients, organoleptic characteristics and the changes they undergo as a result of technological and culinary processes

CG12 Understand nutrients, their function in the body, their bioavailability, requirements and recommendations, and the principles of energy and nutritional balance

CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information to solve problems using the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition

Specific competences

CE14 Understand the chemical composition, physico-chemical properties, nutritional value, bioavailability and organoleptic characteristics of foods, as well as the changes they undergo as a result of technological and culinary processes.

CE15 Understand the production systems and basic processes involved in the preparation, processing and preservation of the main foodstuffs

Learning outcomes

To advise on the best methods for preserving the quality of food raw materials.

Be able to identify the main causes of food spoilage in order to prevent it within their area of expertise.

Identify the best options for food preservation in order to maintain its quality.

Advise consumers on understanding the various methods of food processing.

Identify the main aspects of food safety as well as the environmental impact of food processing.

Draw up reports on the composition of food products.

Produce a practical report on food analysis carried out in the laboratory, justifying the technique used, its advantages and/or limitations, etc.

Sit examinations demonstrating the acquisition of skills and knowledge

Course content description

• Unit 1. Introduction to food technology

- Food industry

- Physical and chemical properties of food

- Food quality

• Module 2. Pre-processing operations and fermentation

- Preparation of raw materials

- Extraction and separation of food components

- Food size reduction, mixing, shaping and coating operations

- Fermentation

• Unit 3. Minimal processing methods

- Minimal processing methods

- Food irradiation

- Other minimally processed methods under development

- Dielectric, ohmic and infrared heating

• Unit 4. Heat treatment of food

- Heat treatment using water or steam

- Heat treatment using hot air

- Heat treatment using hot oils

• Unit 5. Food processing by heat removal

- Refrigeration

- Freezing

- Freeze-drying

• Unit 6. Post-processing operations

- Packaging

- Filling and sealing of containers (rigid and flexible)

- Handling, storage and distribution of materials

Training activities

Weekly synchronous online lectures scheduled by the lecturer. Although the lectures are recorded and can be viewed asynchronously, attendance is recommended as these are interactive and participatory sessions that will help you understand and apply the concepts covered in the course/module.

Synchronous online seminar sessions scheduled by the lecturer.

Online academic consultations on dates scheduled by the course lecturers

Assignments or practical case studies via the virtual classroom

Exercises, activities, readings and reference materials provided as part of the course.

Participation in the forums set up in the virtual classroom

Assessment system and criteria

REGULAR EXAM SESSION

To pass this module, you must:

1. Have completed and submitted the compulsory supplementary assignment.

2. Achieve a mark of five points or higher by adding together the percentages set out below:

• Exam: 80% of the final mark

• Supplementary assignment: 20% of the final mark

3. Achieve a mark of five points or higher in the exam.

CHARACTERISTICS OF THE EXAMS IN THE REGULAR EXAMINATION SESSION

The exam will consist of 45 multiple-choice questions. For every 3 incorrect answers, 1 correct answer will be deducted.

The exam questions will comprise: 30 multiple-choice questions on theory and 15 multiple-choice questions on seminars.

SUPPLEMENTARY EXAMINATION SESSION

Students who have not passed the ordinary examination session will sit this session, which will have the same marking scheme and similar characteristics to the ordinary examination. Only the mark for the course’s supplementary assignment will be retained; this cannot be retaken. The same criteria outlined above will apply for passing the module

Bibliography

Essential:

1. Caballero Abellán, M.J.,

Food Preparation and Preservation Techniques.

Ed. Síntesis. 2018.

ISBN: 978-84-917118

2. Caballero Abellán, M.J.,

Food Preparation and Preservation Techniques.

Published by Síntesis. 2018.

ISBN: 9788491711889

3. Fellows, P.

Food Processing Technology: Principles and Practice

Published by Acribia S.A. 2000.

ISBN: 978-84-200-10

4. Fellows, P.

Food Processing Technology: Principles and Practice

2nd ed. Published by Acribia S.A. 2000.

ISBN: 9788420010939

5. Fellows, P. J.

Food Processing Technology: Principles and Practice.

3rd ed. Acribia Publishers. 2019.

ISBN: 9788420011851

6. Ordóñez, J.A. et al.

Food Technology. Vol. I. Food Components and Processes

Síntesis. 1998.

ISBN: 978-84-773857

7. Ordóñez, J.A. et al.

Food Technology. Vol. I. Food Components and Processes

Published by Síntesis. 1998.

ISBN: 9788477385752

8. Rodríguez, F. et al.

Food Industry Engineering. Vol. II. Food Processing Operations.

Published by Síntesis. 2002.

ISBN: 978-84-773893

9. Rodríguez, F. et al.

Food Industry Engineering. Vol. II. Food Processing Operations.

Published by Síntesis. 2002.

ISBN: 9788477389385

10. Rodríguez, F. et al.

Food Industry Engineering. Vol. III. Food Preservation Operations

Published by Síntesis. 2002.

ISBN: 978-84-773893

11. Rodríguez, F. et al.

Food Industry Engineering. Vol. III. Food Preservation Operations

Published by Síntesis. 2002.

ISBN: 9788477389392

12. Tucker, G.S. et al.

Fundamentals of Thermal Food Processing

Published by Madrid Vicente. 2020.

ISBN: 978-84-122394

13. Tucker, G.S. et al.

Fundamentals of Thermal Food Processing

Published by Madrid Vicente. 2020.

ISBN: 9788412239416

Supplementary:

14.- Casp Vanaclocha, A.,

Food Preservation Processes

Published by Mundi-Prensa. 2003.

ISBN: 978-84-711481

15.- Casp Vanaclocha, A.,

Food Preservation Processes

Published by Mundi-Prensa. 2003.

ISBN: 9788471148100

16. Cenzano, A.M. and Cenzano, J.M.,

Food Freezing Technology

Published by Madrid Vicente. 2015.

ISBN: 978-84-943451

17. Cenzano, A.M. and Cenzano, J.M.,

Food Freezing Technology

Published by Madrid Vicente. 2015.

ISBN: 9788494345166

18. Miranda-Zamora, W.R. and Heldman, D.R.

Thermal and High-Pressure Food Process Design

Published by Vicente, Madrid. 2018.

ISBN: 978-84-948919

19. Miranda-Zamora, W.R. and Heldman, D.R

Design of Thermal and High-Pressure Food Processing

Published by Madrid Vicente. 2018.

ISBN: 9788494891922

Objectives

This is a compulsory 6-credit module taught during the first semester of the academic year, which aims to achieve the following objectives:

1. To provide students with the basic concepts of toxicology.

2. To enable students to acquire skills in searching for, selecting, organising and analysing information on toxicology.

3. To understand the mechanisms of uptake, metabolism and excretion of toxic substances.

4. To understand the mechanisms at the molecular and cellular levels underlying toxicological processes.

5. To understand the methods used to assess toxicity.

6. To study the main toxins present in food

Prerequisites

Knowledge of chemistry, biochemistry and physiology

Competencies

Core competences:

CB1 Students have demonstrated that they possess and understand knowledge in a field of study building on the foundations of general secondary education, typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 Students are able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

General competences

CG2 To practise the profession with respect for other health professionals, acquiring teamwork skills.

CG3 Recognise the need to maintain and update professional competence, placing particular emphasis on the autonomous and continuous acquisition of new knowledge, products and techniques in nutrition and dietetics, as well as a commitment to quality

CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, whilst being able to use information and communication technologies, particularly those related to nutrition and lifestyle.

CG6 Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, diet, lifestyles and health issues.

CG8 Identify and classify foods and food products. Be able to analyse and determine their composition, properties, nutritional value, the bioavailability of their nutrients, organoleptic characteristics and the changes they undergo as a result of technological and culinary processes.

CG12 Understand nutrients, their function in the body, their bioavailability, dietary requirements and recommendations, and the principles of energy and nutritional balance

CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information to solve problems using the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition.

Specific competences

CE18 Understand the microbiology, parasitology and toxicology of food.

Learning outcomes

Acquisition of knowledge of fundamental concepts related to Food Toxicology.

Acquiring knowledge of the mechanisms of uptake,

transformation and excretion of chemical contaminants, as well as the molecular and cellular mechanisms of toxic processes and the methods used to assess toxicity.

Acquiring knowledge of the basic concepts of risk assessment as a technique that provides the necessary tools to identify and characterise the most significant problems.

Ability to study the risks to human health arising from exposure to various toxicants.

Acquiring skills in searching for, selecting, organising and analysing information on toxicology.

Recognise and distinguish the pharmacological properties, potential adverse reactions and toxicity of different therapeutic groups and toxic substances.

To produce assessment reports on risk control systems for food and food products.

Undertake examinations demonstrating the acquisition of the required competences and knowledge

Course content

Unit 1. Introduction to toxicology

The presence of toxic substances throughout history, as well as the areas and branches of toxicology, one of which is food toxicology.

Classification of toxicity: mild, moderate, severe, serious and poisoning, categorised by duration (acute, subchronic or chronic) and by the organ or tissue affected.

How toxicity is assessed using dose-effect and dose-response curves; quantitative or gradual relationships.

The stages of toxic risk assessment; risk characterisation and establishment of the Recommended Daily Intake

(ADI). Concepts of NOAEL and LOAEL for a compound and the stages of toxic risk assessment. Therapeutic index and margin of safety.

Assessment and analysis of toxicological risk.

Dose-response curves.

Unit 2. Toxicokinetics

The essential principles of toxicokinetics:

Absorption: transport mechanisms across biological membranes. Routes of absorption of toxicants. Ionisation issues.

Distribution via plasma proteins

Localisation, accumulation and binding of toxins.

Metabolism and excretion: characteristics of Phase I and Phase II.

Elimination via the main routes, primarily urine.

Ionisation issues.

Unit 3. Mechanisms of toxicity. Assessment of toxicity

Mechanisms that alter cellular structure.

Mechanisms that alter cellular function.

Molecular mechanisms underpinning these processes.

Unit 4. Main clinical presentations and toxicity assessment

Main toxic clinical presentations.

Toxicological tests to assess the toxicity of a xenobiotic. Objectives and principles of toxicological experimentation. Types of toxicological research.

Unit 5. Food Toxicology

 Naturally occurring toxins

Antinutritional substances. Phytotoxins. Vitamin poisoning. Mushroom poisoning.

Substances causing food allergies and intolerances.

Marine biotoxins and cyanobacterial toxins.

Mycotoxins: aflatoxins, ochratoxins, Fusarium toxins, patulin.

 Technology-related toxins

Toxic compounds arising from processing: heating and oxidation of oils and fats.

Pyroorganic compounds.

Non-pyrolytic compounds derived from amino acids and sugars. Compounds formed by the alkaline treatment of proteins. Compounds resulting from the degradation or reaction of contaminants. Irradiation of food and ingredients.

Food additives. Toxicological tests, GRAS substances, food safety parameters.

Novel foods. Genetically modified organisms.

 Toxic residues in food.

Medicinal residues

Pesticide residues.

Residues of plastic components that migrate into food.

Microbiota.

Endocrine disruptors.

Biological contaminants: toxins.

Persistent contaminants.

Assignments/activities to be completed by the student: Assignment on a toxic substance.

All compulsory in-person practical sessions must be attended.

UAX SKILL SCHOOL: the importance of developing your skills through the UAX Skill School: Ethical leadership through giving voice to values

Training activities

 Weekly synchronous online lectures scheduled by the lecturer. Although the lectures are recorded and can be viewed asynchronously, attendance is recommended as these are interactive and participatory sessions that will help you understand and apply the concepts of the course/module.

 Synchronous online seminar sessions scheduled by the lecturer.

 Compulsory face-to-face practical sessions

 Online academic consultations on dates scheduled by the course lecturers

 Assignments or case studies via the virtual classroom

 Exercises, activities, readings and reference materials provided as part of the course.

 Participation in the forums set up in the virtual classroom

Assessment system and criteria

To pass this module, students must:

1. Achieve a mark of 5 or above in the final exam (regular/resit).

2. Achieve a mark of 5 or above in the ‘Toxic’ activity (Feedback).

3. Achieve a mark of 5 or above in the laboratory practicals (exam). Complete the practicals.

4. Final mark: Achieve a mark of 5 or above by adding together the percentages set out below

Exam: Questions from lectures and seminars: 60% of the mark (mark of 5 or above).

Completion of the assignment/activity (Feedback): 10% of the mark (mark of 5 or above).

Laboratory practicals: 20 per cent of the mark (mark of 5 or above).

UAX Skill School course: 10 per cent of the mark.

Laboratory practicals: compulsory in-person attendance at all practical sessions; failure to attend the practicals will result in a fail for the module.

Bibliography

Core:

1. Cameán, A.M. and Repetto, M.

Food Toxicology

Díaz de Santos. 2006.

ISBN: 9788479787271

Objectives

This module aims to achieve the following objectives:

• To study the relationship between nutrition and disease

• To acquire theoretical and practical knowledge of human nutrition in different pathological conditions

• To acquire methodological skills in identification, screening and clinical-nutritional assessment in clinical practice

• Training and research into oral nutrition in healthcare settings and on an individualised basis

• Planning and monitoring oral nutrition in specific pathophysiological disorders.

• Ability to work in a multidisciplinary team

• Ability to analyse, synthesise, discuss and interpret results based on scientific evidence.

• Critical and self-critical thinking. Critical reading of scientific articles.

• Ability to make decisions when resolving clinical cases

• Identifying patients likely to benefit from oral, enteral and parenteral nutritional support.

• Knowledge of and ability to apply dietary and nutritional guidelines in a hospital setting.

• Acquisition of the conceptual and practical foundations for assessing and monitoring nutritional status in various pathophysiological disorders.

Prerequisites

Prior knowledge of anatomy, physiology, pathophysiology, biochemistry, food science and dietetics

Competencies

Core competences:

CB1 Students have demonstrated that they possess and understand knowledge in an area of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 Students are able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

General competences

CG1 Recognise the essential elements of the dietitian-nutritionist profession, including ethical principles, legal responsibilities and the practice of the profession, applying the principle of social justice to professional practice and carrying it out with respect for individuals, their habits, beliefs and cultures.

CG2 To practise the profession with respect for other health professionals, acquiring teamwork skills.

CG3 Recognise the need to maintain and update professional competence, placing particular emphasis on the autonomous and continuous acquisition of new knowledge, products and techniques in nutrition and dietetics, as well as a commitment to quality

CG4 Understand the boundaries of the profession and its scope of practice, identifying when interdisciplinary treatment or referral to another professional is necessary.

CG5 Communicate effectively, both orally and in writing, with members of the public, healthcare professionals, industry representatives and the media, and be able to use information and communication technologies, particularly those related to nutrition and lifestyle.

CG6 Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, diet, lifestyles and health issues.

CG7 Be able to draw up reports and complete records relating to the professional practice of the Dietitian-Nutritionist

CG10 Compile, interpret and manage food composition tables and databases

CG12 Understand nutrients, their function in the body, their bioavailability, requirements and recommendations, and the principles of energy and nutritional balance

CG13 Integrate and evaluate the relationship between diet and nutrition in both healthy individuals and those with medical conditions.

CG14 Apply scientific knowledge of physiology, pathophysiology, nutrition and diet to dietary planning and advice for individuals and groups throughout the life course, whether healthy or unwell.

CG15 Design and implement protocols for assessing nutritional status, identifying nutritional risk factors.

CG16 Interpret nutritional diagnoses, assess the nutritional aspects of a clinical history and draw up a dietary action plan.

CG17 Understand the structure of food services and hospital food and nutrition units, identifying and developing the roles of the Dietitian-Nutritionist within the multidisciplinary team.

CG18 Contribute to the organisation, management and implementation of the various forms of hospital feeding and nutritional support, as well as outpatient dietary and nutritional treatment

CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information for problem-solving in accordance with the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition.

Specific competences

CE28 Apply Food and Nutrition Sciences to dietary practice

CE30 Assess and calculate nutritional requirements in both healthy and diseased states at any stage of the life cycle.

CE31 Identify the principles of a healthy diet (sufficient, balanced, varied and tailored).

CE32 Participate in the design of total diet studies.

CE33 Recognise, detect at an early stage and assess quantitative and qualitative deviations from nutritional balance, whether due to excess or deficiency

CE34 Plan, carry out and interpret the assessment of the nutritional status of individuals and/or groups, both healthy (in all physiological situations) and unwell.

CE35 Understand the pathophysiological aspects of nutrition-related diseases.

CE36 Identify patients’ dietary and nutritional problems, as well as risk factors and inappropriate practices.

CE37 Compile and interpret a dietary history in healthy and unwell individuals. Interpret a clinical history. Understand and use the terminology employed in health sciences.

CE38 Interpret and integrate clinical, biochemical and pharmacological data into the nutritional assessment of the patient and their dietary and nutritional treatment.

CE39 Apply the principles of clinical nutrition to diet therapy.

CE40 Plan, implement and evaluate therapeutic diets for individuals and/or groups.

CE41 Understand hospital organisation and the various stages of the food service.

CE42 Participate in the multidisciplinary team of a Hospital Nutrition Unit.

CE43 Understand the various techniques and products used in basic and advanced nutritional support.

CE44 Develop and implement dietary and nutritional transition plans.

CE45 Plan and deliver dietary and nutritional education programmes for healthy and sick individuals

CE46 Understand clinical pharmacology and the interaction between drugs and nutrients

CE47 Be able to use the basic ICT tools employed in the field of Food, Nutrition and Dietetics.

CE48 Understand the legal and ethical boundaries of dietetic practice.

CE49 Prescribe specific treatment within the scope of practice of the dietitian-nutritionist.

CE50 Be able to justify the scientific principles underpinning the dietitian-nutritionist’s intervention, basing their professional practice on scientific evidence.

Learning outcomes

Apply the basic techniques used in the field of Dietetics.

Interpret food composition tables and databases for the preparation of diets.

Compile personal dietary histories and carry out nutritional status assessments.

Provide dietary and nutritional advice for the implementation of diets for healthy or unwell individuals or groups.

Design diets using existing computer software.

Design dietary and nutritional intervention strategies for healthy and unwell individuals.

Undertake assessments to demonstrate the acquisition of skills and knowledge

Description of the course content

Module 1. Introduction to Diet Therapy

Topic 1. Concepts of Diet Therapy

Topic 2. Diet in disease prevention

Topic 3. Dietary prescription: preparation, formulation and monitoring

Topic 4. Clinical assessment of nutritional status

Unit 2. Areas and methods of nutritional support

Topic 5. Hospital diets

Topic 6. Enteral and parenteral nutrition

Unit 3. Dietary therapy for metabolic disorders

TOPIC 7. Dietary therapy for overweight and obesity

TOPIC 8. Dietary therapy for diabetes

TOPIC 9. Dietary therapy for dyslipidaemia

TOPIC 10. Dietary therapy for high blood pressure

TOPIC 11. Dietary therapy for inborn errors of metabolism

Unit 4. Therapeutic diets for digestive disorders

TOPIC 12. Dietary therapy for oral, oesophageal and gastric disorders

TOPIC 13. Dietary therapy for intestinal disorders

TOPIC 14. Dietary therapy for liver and biliary disorders

TOPIC 15. Dietary therapy for pancreatic diseases

Unit 5. Dietary therapy in other relevant conditions

TOPIC 16. Dietary therapy for kidney diseases

TOPIC 17. Dietary therapy for cancer patients

TOPIC 18. Dietary therapy for neurological disorders

TOPIC 19. Dietary therapy for diseases of the immune system

Training activities

 Weekly synchronous online lectures scheduled by the lecturer. Although the lectures are recorded and can be viewed asynchronously, attendance is recommended as these are interactive and participatory sessions that will help you understand and apply the course concepts.

 Weekly synchronous online seminar sessions scheduled by the lecturer.

 Assignments or practical case studies via the virtual classroom

 Online academic consultations on dates scheduled by the course lecturers

 Exercises, activities, readings and consultations set as part of the course.

 Face-to-face assessment

Assessment system and criteria

In the course’s virtual classroom, you will be able to view in detail the activities you are required to complete, as well as the submission deadlines, assessment criteria and marking schemes for each one.

Your final mark will be based on the following assessment system:

REGULAR EXAM SESSION

To pass this module, you must:

 Have completed and submitted the individual assignment and achieved a mark of 5 or above.

 Achieve a mark of 5 or above in the final exam.

 Achieve a mark of 5 or above by adding together the percentages set out below:

 Face-to-face final exam (lecture-based): 70% of the final mark. If you obtain a mark lower than 5, you must sit the exam in the supplementary sitting.

 Seminars: 30% of the final mark. Individual assignment: completion and submission of exercises via the virtual campus. If a mark lower than 5 is obtained, students must sit the exam in the supplementary sitting.

Characteristics of the ordinary examination session:

 Final exam: 40 multiple-choice questions. The exam may contain questions relating to the seminars.

SESSION OUTSIDE THE REGULAR EXAM PERIOD

 Students will sit an exam on the parts of the module they did not pass in the ordinary examination period, and the weightings will be the same as in the ordinary examination period.

Details of the supplementary examination:

 Final exam: 40 multiple-choice questions. The exam may contain questions relating to the seminars.

 Seminars: compulsory submission of an individual assignment is required to pass the module.

Bibliography

Supplementary:

1.- Matarese, Laura E.

Practical Clinical Nutrition

Barcelona: W. B. Saunders Company, 2004. 2004.

ISBN: 9788481747249

2. Rodota, L.

Clinical Nutrition and Diet Therapy

Panamericana. 2012.

ISBN: 9789500602723

Objectives

• To familiarise students with the various concepts relating to foodborne illnesses and the main methods of controlling the microbial population in food.

• To facilitate an understanding of the factors influencing microbial contamination caused by staff, and the hygiene practices that workers carrying out tasks at different stages of the food chain must follow.

• To provide knowledge of the microbial ecology of the main groups of microorganisms that cause foodborne infections and poisoning, including emerging pathogens.

• To review the main groups of substances that cause food contamination, as well as the control of the parameters that may influence their presence in food.

• To explain ways of preventing the presence of infectious vectors in the food industry.

• To emphasise that students should be familiar with all the different types of detergents and disinfectants used in the food industry, as well as the properties required of facilities, equipment, materials and products, and their correct application to achieve maximum effectiveness.

Prerequisites

Prior knowledge of Biology, Biochemistry and Microbiology

Competencies

Core competences:

CB1 Students have demonstrated that they possess and understand knowledge in a field of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 Students are able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

General competences

CG2 To practise the profession with respect for other health professionals, acquiring teamwork skills.

CG3 Recognise the need to maintain and update professional competence, placing particular emphasis on the autonomous and continuous acquisition of new knowledge, products and techniques in nutrition and dietetics, as well as a commitment to quality

CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, whilst being able to use information and communication technologies, particularly those related to nutrition and lifestyle.

CG6 To understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, food, lifestyles and health issues.

CG27 Contribute to food quality and safety in relation to products, facilities and processes.

CG28 Provide appropriate training in hygiene, health, diet and nutrition to staff involved in catering services.

CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information for problem-solving in accordance with the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition.

Specific competences

CE20 Develop, implement, evaluate and maintain appropriate hygiene and food safety practices and risk control systems, in accordance with current legislation.

CE21 Participate in the design, organisation and management of various food services.

CE22 Collaborate in the implementation of quality systems.

CE25 Provide scientific and technical advice on food products and their development. Assess compliance with such advice.

CE27 Collaborate on consumer protection within the framework of food safety

Learning outcomes

Understand and explain the main structural characteristics of facilities in relation to their hygienic design.

Understand how to combat potential hazards that may arise throughout the production process, as well as the diseases associated with them.

Understand good hygiene practices, as well as the legal provisions governing them.

Understand self-monitoring practices aimed at preventing hazards arising from malpractice.

Be able to explain how cleaning and disinfection protocols work.

Understand the effectiveness of traceability and raw material control procedures.

To be familiar with and understand the mechanisms of action of sanitising products and their practical application.

To be familiar with and able to carry out the basic experimental techniques used in a testing laboratory.

To be familiar with good hygiene practices, food safety and risk control systems.

Understand the fundamentals of Quality Management Systems in the food industry, based on Hazard Analysis and Critical Control Points (HACCP).

Be able to develop and implement self-monitoring systems in the food industry.

To be familiar with the most important current legislation relating to food hygiene and safety.

Be able to draw up a crisis response manual for a food crisis.

Understand the Spanish Health System and, in particular, the administrative organisation relating to food matters.

To be able to interpret the reports and administrative records of a food business and food products.

Sit examinations to demonstrate the acquisition of skills and knowledge.

To produce assessment reports on risk control systems for food and food products.

Course content

• Unit 1. FOOD HYGIENE.

Definitions. Food safety issues. Factors contributing to outbreaks of food poisoning. Safe food.

• Unit 2. HYGIENE OF FOOD HANDLERS.

Intrinsic factors influencing microbial contamination from staff. Workwear. Hand washing. Hygiene practices. Medical check-ups. Carriers. Staff assessment and training.

• Unit 3. BIOLOGICAL CONTAMINANTS.

Food spoilage. Biological contamination: bacterial toxins, Salmonella, Shigella, Staphylococcus aureus, Clostridium perfringens,

Clostridium botulinum, Bacillus cereus, Escherichia coli. Emerging pathogens in the agri-food sector: Campylobacter, Vibrio, Yersinia enterocolitica, Aeromonas, Plesiomonas shigelloides, Listeria monocytogenes. Legionella pneumophila. Moulds. Yeasts. Viruses: rotavirus,

Norwalk and Norwalk-like viruses (SRSV), hepatitis A. Parasitic infestation: protozoa, helminths.

• Unit 4. CHEMICAL CONTAMINANTS AND THEIR PREVENTION.

Main groups of contaminants: Intensive farming. Genetically modified organisms (GMOs). Residues of veterinary medicines.

Animal meal. Plant protection treatments. Contamination by dioxins and PCBs. Mineral elements. Marine toxins. Plant toxins.

Fungal toxins. Other toxins. Packaging materials. Additives and processing aids. Allergens. Substances produced during food processing.

• Unit 5. PEST CONTROL.

Protection of premises. Insect infestations: cockroaches, flies, ants, silverfish, wasps. Pesticides: fumigants, use of baits. Mechanical methods. Rodents. Bird infestations.

• Unit 6. CLEANING AND DISINFECTION.

Dirt. Microbial biofilms. Definitions. Water in cleaning operations. Detergents. Cleaning methods.

Disinfectants. Sanitisation programme. Verification of sanitisation effectiveness. Evaluation of disinfectants.

Training activities

 Weekly synchronous online lectures scheduled by the lecturer. Although the lectures are recorded and can be viewed asynchronously, attendance is recommended as these are interactive and participatory sessions that will help you understand and apply the concepts of the course/module.

 Synchronous online seminar sessions scheduled by the lecturer. These sessions address more specific topics within the course and involve collaborative work on practical case studies during the online session.

 Activities or practical case studies. These will take place throughout the course and must be submitted via the virtual classroom. They will be discussed after the submission deadline during one of the synchronous online classes scheduled by the lecturer.

 Online academic consultations on dates scheduled by the course coordinator and lecturer

 Exercises, activities, readings and reference materials set for each teaching unit

 Participation in the forums set up in the virtual classroom

 Face-to-face assessment

Assessment system and criteria

In the course’s virtual classroom, you will be able to view in detail the activities you are required to complete, as well as the submission deadlines, assessment criteria and marking schemes for each one. Your final mark will be based on the following assessment system:

REGULAR EXAM SESSION

To pass this module, you must:

Achieve a mark of five points* or higher by adding together the percentages set out below:

• Face-to-face final exam (covering the content of lectures and seminars): 70% of the final mark. * If you obtain a mark below 5, you will be required to sit the exam in the supplementary sitting.

• Activities or practical case studies: These must be completed and submitted via the virtual campus: 20% of the final mark. All relevant information, including submission dates, is available in the virtual classroom, in the ‘Activities’ folder.

• Practice questionnaires at the end of each topic and participation in forums: 10% of the final mark

CHARACTERISTICS OF THE REGULAR EXAM SESSION

o 40 multiple-choice questions with a maximum score of 8 marks. Four answer options, with only one correct answer:

• Each correct answer is worth +0.2

• Each incorrect answer deducts -0.0667 (i.e. every 3 incorrect answers count as one correct answer deducted)

o 1 extended-response question (based on the practical case studies covered). This extended-response question is worth a maximum of 2 marks.

The maximum mark for the exam is 10 marks. If you obtain a mark below 5, you will need to retake this part of the exam in the supplementary sitting for this module.

SUPPLEMENTARY EXAMINATION SESSION

Students will sit the exam for this module if they have not passed it in the ordinary examination session

CHARACTERISTICS OF THE EXAMS IN THE SUPPLEMENTARY SESSION

Final exam: Same format as the ordinary session exam (40 multiple-choice questions, 1 long-answer theoretical question). The exam will cover the entire syllabus taught in lectures, seminars, assigned assignments, etc.

Bibliography

Essential:

1.- BUNCIC, S.

Integrated Food Safety and Veterinary Public Health